• 가정과삶의질연구
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• 제20권6호
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• pp.61-68
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• 2002

Relations of regulation, negative emotionality and problem behaviors to school adjustment were examined for 1,105 elementary school children from 558 2nd grade and 547 5th grade. Children reported their regulation and negative emotionality and teachers rated children's problem behaviors such as hyperactive and withdrawal behaviors and school adjustment including school life, grades, social competence with peers and teacher. Measures of problem behaviors were highly contributed to the prediction of children's school adjustment, especially hyperactive to school life and grades and withdrawal to social competence with peers and teacher. Behavioral regulation was associated with school adjustment including school life and social functioning with teacher and was able to modulate the influence of hyperactive. It was found that depression had both direct and indirect effects via withdrawal behavior on school adjustment.

• 한국콘텐츠학회논문지
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• 제18권12호
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• pp.185-196
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• 2018

본 연구는 성인의 지각된 스트레스와 스마트폰 중독과의 관계에서 부적응적 인지적 정서조절전략과 부적 정서의 매개효과를 검증하고, 성인의 스마트폰 중독 상담을 위한 시사점을 찾아보기 위해 수행되었다. 성인 300명(남 146명, 여 154명)에게 지각된 스트레스척도, 부적응적 인지적 정서조절전략척도, 부적 정서척도, 스마트폰 중독진단척도를 실시하였다. 주요 결과를 정리하면 다음과 같다: 첫째, 지각된 스트레스는 스마트폰 중독에 정적인 영향을 미쳤다. 둘째, 지각된 스트레스와 스마트폰 중독과의 관계에서 부적 정서는 매개효과를 나타냈다. 셋째, 지각된 스트레스와 스마트폰 중독과의 관계에서 부적응적 인지적 정서조절 전략의 매개효과는 유의미하지 않았다. 넷째, 지각된 스트레스와 스마트폰 중독 간의 관계에서 부적응적 인지적 정서조절전략과 부적 정서의 이중매개효과는 유의미하였다. 연구결과를 기초로 성인의 스마트폰 중독 예방 및 상담과정에서 스트레스 관리 프로그램과 부적응적 인지적 정서조절전략의 수정을 통한 부적 정서의 완화 필요성이 논의되었다. 또한 후속 연구를 위한 제언을 논하였다.

• 한국보육지원학회지
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• 제13권3호
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• pp.39-54
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• 2017

Objective: The purpose of this study was to examine natural groupings of the sub-factors of mother's reaction to children's negative emotions. The natural groupings were as follows; the emotion-coaching-reaction, the emotion-minimizing-reaction and oversensitive reaction. In addition, this paper also investigated individual differences in children's emotion regulation by clusters of sub-factors of mother's reaction to children's negative emotions. Methods: The subjects of this study consisted of 318 children. The data were analyzed using cluster analysis and one-way ANOVA. Results: The results suggested four proper clusters, according to the characteristics of mother's reaction to children's negative emotions. Cluster 1 was categorized as 'child centered-emotion coaching', cluster 2 was categorized as 'oversensitive-emotion coaching comorbid', cluster 3 was categorized as 'acception-emotion minimizing confused' and cluster 4 was categorized as 'emotion minimizing-unsupporting.' Additionally, the differences between Emotion regulations in each cluster showed distinct points of interest. In terms of the maladaptive emotion regulation, cluster 3 showed the highest level followed by cluster 4. And cluster 1 and 2 showed the lowest level. Conclusion/Implications: The results of this study helped to find a deeper understanding of the operation of specific clusters of mother's reaction to children's negative emotion and children's emotion regulation.

• 아동학회지
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• 제30권1호
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• pp.43-57
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• 2009

This study examined relationships between caregivers' attachment, young children's emotion regulation, and aggression. Subjects were 110 institutionalized and 105 home-reared children (M=3.8 and 4.2 years, respectively). Data were collected from children's caregivers via questionnaires and analyzed by ANOVA, correlations, and hierarchical regressions. Results showed that (1) caregivers' attachment and the emotion regulation and aggression of institutionalized children were significantly different from those of home-reared children; (2) caregiver's attachment was positively related to emotion regulation for both institutionalized and home-reared children; (3) for institutional children, negative relationships between attachment and aggression was found for girls; negative relationships between emotion regulation and aggression was found for boys. These findings underscore negative effects of institutionalized care on children's socio-emotional behaviors.

• 대한가정학회지
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• 제42권3호
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• pp.65-77
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• 2004

This study investigated emotional regulation, motive for emotional regulation and behavior problems of children. 64 boys and 58 girls in fourth grade and their mothers were selected for the subject. The children were interviewed about eight interpersonal conflict situations, while their mothers completed the CBCL(Child Behavior Check List). Major findings were as follows: emotional regulation, motive for emotional regulation and behavior problems differed according to the children's gender. Girls used more appropriate display rules for managing negative emotions, and more often, prosocial motives than boys. While girls displayed greater immature behavior, boys displayed more hyperactive and aggressive behavior. Negative emotional regulation was the most predictable variable for boy's behavior problems. Positive emotional regulation and prosocial motives were significant variables predicting girl's behavior problems. These findings implicate that emotional regulation and motive for emotional regulation are important factors in preventing behavior problems of school-age children.

• 아동학회지
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• 제36권2호
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• pp.17-37
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• 2015

The study examined the pathways from maternal reactions to children's negative emotions to children's peer relations through children's empathy and emotional regulation. The participants in this study comprised 463 elementary school 4th-6th graders. They completed questionnaires on maternal reactions to children's negative emotions, levels of children's empathy, maladaptive emotion regulation types and skill levels of children's peer relations. Data were analyzed by means of structural equation modeling. It was found that in the case of maternal emotion coaching reactions, when done indirectly, as well as directly, had an influence on their levels of peer relations. On the other hand, in the case of over-sensitive maternal reactions, when done indirectly, but not directly, had an influence on their levels of peer relations. Therefore, these results indicate that children's empathy mediated the effects of maternal emotion coaching and over-sensitive reactions on peer relations. It also found that there are distinct pathways from maternal reaction types to children's negative emotions to peer relations through empathy and maladaptive emotion regulation types.

• 한국산학기술학회논문지
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• 제16권10호
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• pp.6895-6904
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• 2015

본 연구는 부정적 평가의 두려움, 인지적 정서조절이 신규간호사의 현장적응에 미치는 영향을 조사하고, 인지적 정서조절이 조절효과로 작용하는지를 알아보고자 시도하였다. 연구대상은 1년 미만의 신규간호사 181명을 대상으로 자가보고 설문지를 실시하여 자료를 수집하였다. 부정적 평가에 대한 두려움 점수 3.25점, 인지적 정서조절 점수 3.18점, 현장적응 점수는 2.92점이었다. 부정적 평가에 대한 두려움이 클수록 부적응적 인지조절의 사용이 많았고 현장적응은 낮았다. 또한 부정적평가에 대한 두려움과 현장적응 사이에 인지적 정서조절효과는 나타나지 않았다. 이 결과로, 신규간호사들이 새로운 환경에 적응하도록 돕기 위해 자신감 증진 프로그램과 적응적 인지적 정서조절 사용을 위한 중재 프로그램이 필요하다.

• 한국심리학회지 : 코칭
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• 제7권1호
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• pp.1-31
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• 2023

본 연구의 목적은 직장인의 정서인식이 부정적 피드백 수용의 관계에서 적응적 인지적 정서조절의 매개효과와 부하가 지각한 상사 정서조절의 조절효과를 검증하는 것이다. 이를 위해 국내의 다양한 기업에 종사하고 있는 비관리자 직장인 대상으로 설문조사를 실시하였고, 총 273명의 응답을 분석하였다. 측정도구의 신뢰도와 타당도를 검증하기 위해 AMOS 22로 확인적 요인분석을 실시하였고, 가설검증을 위해 SPSS Process Macro를 활용하여 매개효과와 조절효과를 살펴보았다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 정서인식은 적응적 인지적 정서 조절을 매개로 하여 부정적 피드백 수용에 간접적으로 영향을 미친다. 둘째, 상사의 정서조절은 정서인식과 부정적 피드백 수용의 관계를 조절한다. 구체적으로 상사의 정서조절이 낮을 때 정서인식과 부정적 피드백 수용 관계가 더 강해지는 것을 확인하였다. 연구결과를 바탕으로 직장인이 자신과 타인의 정서에 대한 인식 수준과 적응적 인지적 정서조절, 그리고 부정적 피드백을 받아들이는 심리적 과정을 확인하고, 부정적 피드백을 긍정적으로 수용하는 데 있어 상사의 정서조절이 갖는 중요성을 확인하였다. 마지막으로 연구 결과를 토대로 본 연구의 학문적 의의 및 코칭에서의 시사점, 그리고 제한점과 미래 연구 과제에 대해 논의하였다.

• 한국보육지원학회지
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• 제14권3호
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• pp.59-76
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• 2018

Objective: The purpose of this study was to examine the relationships among teachers' resilience, difficulty in emotional regulation, and teaching strategies for behavior problems of children. Methods: A total of 200 day care and kindergarten teachers were surveyed. The collected data were analyzed by Pearson's correlation and multiple regression. Results: First, teachers' resilience, difficulty in emotional regulation and teaching strategies for children with behavior problems were significantly related. Teachers' resilience showed a positive correlation with teachers' positive prevention and reaction strategies but showed a negative correlation with teachers' negative reaction strategies. Among the teachers' difficulty in emotional regulation, the factor of difficulty for impulsive control and lack of attention showed negative correlations with teachers' prevention and positive reaction strategies. Second, teachers' resilience and difficulty in emotional regulation significantly explained the teaching strategies for children with behavior problems. Teachers' resilience was found to be the most important variable explaining teaching strategies for children with behavior problems. Conclusion/Implications: This study revealed that teachers' resilience and difficulties in emotional regulation were important psychological and emotional characteristics for teachers when teaching children with behavior problems.

• 아동학회지
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• 제28권3호
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• pp.115-131
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• 2007

The 305 fathers and mothers of 4- to 5-year-old children and their teachers participating in this study responded to three kinds of questionnaires. Findings were that (1) fathers reported greater control of their sons' negative expressiveness; mothers reported greater control of their sons' positive expressiveness. Mothers perceived daughters more likely to regulate their emotions than their sons and teachers perceived girls more likely to be well-adjusted interpersonally than boys. (2) Fathers who reported higher control of their sons' negative expressiveness had sons with higher popularity/leadership; mothers who reported higher control of sons' negative expressiveness had sons with lower interpersonal adjustment. (3) Boys with higher emotion regulation showed higher interpersonal adjustment and popularity/leadership. (4) Mothers' control of boys' negative expressiveness influenced boys' interpersonal adjustment, and boys' emotion regulation and fathers' control of boys' negative expressiveness influenced boys' popularity/leadership.