• Journal of Families and Better Life
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• v.29 no.2
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• pp.73-87
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• 2011

The purpose of this study is to investigate the influence of children's socia-demographic variables(i.e., gender, birth order, and the amount of time staying in kindergarten) on, leadership, self-regulation and children's peer play behaviors. The participants of this study are 336 children aged between five and seven in four classes in a private kindergarten and eight classes in a private preschool located in the capital region. The results revealed that, girls showed more leadership, self-regulation, and play interaction section than boys: whereas, boys showed higher response in play disruption and the lack of play disconnection. However, birth order, did not have a significant effect on the sub-domain of leadership, self-regulation competence, and peer play behaviors. As for the duration children stay in preschool or in preschool or kindergarten, children who spend half-day showed higher reaction in behavioral self-control and emotional taking abilities than children who stay in the preschool or kindergarten full day. On the other hand, self-esteem of full-time children was higher than half-time children. Children who were emotionally sensitive, knew how to lead their peer group, and those who were sociable and self-regulated presented to be more active in peer-interaction than others. Second, as the result of the correlation analysis reveals, children's leadership, self-regulation competence, peer play behaviors, and play interaction had a meaningful effect on the sub-variations of children's leadership and self-regulation and they showed significant influence upon play disruption and play disconnection. In addition, girls who were not able to manage or to inspect their behavior and had insensitive emotion demonstrated higher tendency to play disconnected. Children, who participated in full-day program with having difficulties in self-regulation or inspecting their behavior properly but had a strong leadership and insensitive showed play disruption highly.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.691-705
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• 2018

Purpose of this study was to improve the emotional intelligence of high school students in adolescence, to solve the difficulties of relationships, to solve the maladjustment problems, and to provide practical data that can be used to prevent their deviant behaviors by identifying the effect of peer emotional coaching program on emotional intelligence in high school students. This study consisted of the experimental group of 14 students and the control group of 14 students from 28 students who voluntarily wanted to participate in the peer emotional coaching program from April 17 to May 29, 2017 in S high school located in G city. The peer emotional coaching program was applied for the experimental group over 12 sessions, and the pre and post test of both groups were performed simultaneously. A corresponding sample T test was performed for the collected data that were analyzed using SPSS 20.0 for Windows. As a result, the emotional awareness of the experimental group was found to have a significant effect on the peer emotional coaching program, but the empathy and the emotion regulation did not show any significant effect. It was found that the peer emotional coaching program was a medium that could affect the emotional awareness of high school students. With the results of this study, we suggested a way to improve the emotional awareness for high school students.