• 아동학회지
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• 제35권2호
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• pp.117-136
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• 2014

This study examined the effects of maternal grandmothers' positive parenting behavior, mothers' emotion regulation, and positive parenting behavior on children's emotion regulation. A total of 348 mothers of fourth and fifth graders responded to questionnaires, which included items related to their mothers' positive parenting behavior, their own emotion regulation and positive parenting behavior, and their children's emotion regulation. The data were analyzed by means of correlations and Structural Equation Modeling (SEM). First, maternal grandmothers' positive parenting behavior significantly affected mothers' emotion regulation, but mothers' emotion regulation did not directly affect their children's emotion regulation. Second, maternal grandmothers' positive parenting behavior had an effect on mothers' positive parenting behavior, which led to a high level of their children's emotion regulation. Lastly, maternal grandmothers' positive parenting behavior indirectly influenced children's emotion regulation through mothers' emotion regulation and positive parenting behavior. This study emphasizes the intergenerational transmission of positive parenting, as well as a crucial influence of mothers' positive parenting behavior on children's emotion regulation.

• 한국심리학회지:학교
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• 제16권3호
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• pp.339-359
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• 2019

본 연구는 긍정정서와 긍정정서 반응 양식이 안녕감에 미치는 영향을 탐색하고자 하였다. Fredrickson(1998)의 '확장-구축 이론(Broaden-and-Build theory)'에 기반하여, 긍정정서와 긍정정서 반응 양식이 안녕감의 변화와 유의하게 관련이 되고, 안녕감의 변화에 이들 변인이 호혜적으로 영향을 미칠 것이라고 가정하였다. 단기종단연구를 통해 학부생과 대학원생 147명을 대상으로 긍정정서와 긍정정서 반응 양식, 안녕감을 측정하였고, 참가자들의 안녕감 기저선을 통제하여 변인간 관계를 확인하였다. 연구 결과, 긍정정서와 긍정정서 강화하기는 안녕감의 증가를 유의하게 예측하였으나, 긍정정서 가라앉히기는 안녕감을 유의하게 예측하지 못하였다. 또한 긍정정서와 안녕감의 관계를 긍정정서 강화하기가 부분적으로 매개하였으며, 긍정정서 강화하기와 안녕감의 관계를 긍정정서가 완전 매개하는 것으로 나타났다. 이로써 긍정정서와 긍정정서 강화하기는 서로 영향을 주고 받음으로써 안녕감을 증진시키는 호혜적 관계임을 확인하였다. 이러한 결과를 바탕으로 상담 실제에 대한 시사점과 연구의 제한점을 논하였다.

• 아동학회지
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• 제37권5호
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• pp.53-64
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• 2016

Objective: This study explored the mediating effects of language development on the influences of young children's media use on positive and negative peer interactions. Methods: The data came from the 2013 Panel Study on Korean Children (N = 1,215) and were analyzed to assess the mediating effects of media use on positive and negative peer interactions, using SEM with the bootstrapping method by means of SPSS 21.0 and AMOS 20.0. Results and Conclusion: The results show that increased media use affects positive and negative peer interactions through language development. This indicates that, while media use does not directly affect positive and negative peer interactions, it appears to increase the difficulty of developing language ability; as the language development worsens, undesirable peer interactions may develop. Thus, language development seems to play an important mediating role between media use and peer interactions. Theoretical and practical implications are discussed.

• 대한가정학회지
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• 제49권3호
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• pp.55-66
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• 2011

The purpose of this study was to examine the effects of We Start home visiting intervention program on the positive changes of infants and their low-income families. The subjects were 171 18~36-month olds and their mothers living in We Start and non We Start areas. The instruments used were Developmental Profile, Cleminshaw-Guidubaldi Parent Satisfaction Scale(CGPSS) and Home Observation for Measurement of the Environment(HOME). The results were as follows: First, the result of Developmental Profile showed positive changes in all domains(physical development, self-help skills, social development, cognitive development, and communication ability). Second, the result of CGPSS showed positive effects on parent-child relationships. Third, the result of HOME showed positive effects on mothers' emotional and language responses. In conclusion, We Start home visiting program for infants from low-income families is an effective early intervention program to end intergenerational transition of poverty in Korea.

• 한국IT서비스학회지
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• 제14권2호
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• pp.111-128
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• 2015

In this paper, we examined the effects of emotional and individual variables on flow in the usage of mobile application. We selected four relevant emotional and individual factors such as positive affect, negative affect, addiction and habituation. We also attempted to figure out the moderating role of communication in the effect of positive affect, negative affect, and addiction on the flow. For empirical analysis, we surveyed real users of mobile application and applied PLS (Partial Least Square) methodology for SEM (Structural Equation Modeling). As a result, we found that positive affect, addiction, and habituation have significant and positive impact on the flow. Furthermore, we also found that the moderating effects of communication on the relationships between positive/negative affect and communication are significant. Our findings provide important theoretical grounds for the effects of human behavior and emotion on the flow of mobile applications. Lastly, we also suggest significant managerial implications for the development mobile applications industry.

• 대한약리학회지
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• 제5권1호
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• pp.35-38
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• 1969

1.On isolated atrial preparation of frog, effects of sympathomimetic amines were investigated. 2. Isoproterenol, epinephrine, norepinephrine, and phenylephrine produced positive chronotropic and inotropic effects. The relative potencies for the effects of these agents were: isoproterenol > epinephrine> norepinephrine> phenylephrine. Methoxamine had no effects or depressed the atria. 3. Pronethalol antagonized the positive effects of these adrenergic agents competitively. 4. Regitine did not affect the effects of these agents. 5. These data indicate that the adrenergic agents activate the atrial tissue of the frog via stimulation of adrenergic beta-receptor.

• 한국보육지원학회지
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• 제13권1호
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• pp.125-141
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• 2017

Objective: This study examined the effects of grandfathers' positive parenting behavior, and fathers' positive parenting behavior on school-age boys' school adjustment. Methods: A total of 217 5th and 6th grade male elementary school students (126 5th graders and 91 6th graders) and their fathers living in Seoul and Gyeongnam province participated in the study. The data were analyzed using correlations, and structural equation modeling. Results: Grandfathers' positive parenting behavior indirectly influenced boys' school adjustment through their fathers' positive parenting behavior. It means that fathers who perceived their fathers' parenting behavior as more positive showed a higher level of positive parenting behavior, which led to a more positive school adjustment for their sons. Conclusion/Implications: These results uncovered the pathways from grandfathers' positive parenting behavior to school-age boys' school adjustment through their fathers' positive parenting behavior in an aspect of the intergenerational transmission of parenting. In addition, these findings have implications for future research of developing intervention programs for school-age boys' school adjustment and parent education programs to facilitate fathers' positive parenting behavior for school-age children's school adjustment.

• 영어어문교육
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• 제18권2호
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• pp.85-106
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• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.

• 산업경영시스템학회지
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• 제35권2호
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• pp.80-87
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• 2012

It is well known that ISO 9001 and TQM have significant effects on business success. We analyzed the effects of ISO 9001 requirements and TQM on financial performance with structural equation modeling. Hypotheses are proposed and tested based on existing beliefs, proposition and prior research concerning quality. Survey data were collected from 291 manufacturing companies with ISO 9001 certifications. The data show that ISO 9001:2008 requirements have significant positive direct effects on TQM practices, but do not have positive direct effects on financial performance. As expected, TQM has significant positive direct effects on financial performance. One of the important results is that efforts to meet ISO 9001:2008 requirements enhance TQM practices which, in turn, helps to improve financial performance. Findings in this study support the claims that ISO 9001:2008 would be a good step toward total quality management and is a meaningful component of TQM.

• Educational Technology International
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• 제12권2호
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• pp.1-18
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• 2011

This study intends to examine the effects of motivational scaffolding in Computer-Supported Collaborative Learning (CSCL). This study was focused on the following two questions. Do motivational scaffolding lead to positive effects on the process in CSCL? Do motivational scaffolding lead to positive effects on the outcome in CSCL? In order to identify strategies for motivational scaffolding, we reviewed the "Flow Theory." Based on literature reviews, principles and strategies were drawn for the motivational scaffolding. An experimental study was conducted in order to investigate the effects of motivational scaffolding on process and outcome. In this study, 87 undergraduate students were divided into two different groups (control group, experimental group). Motivational scaffolding was provided to experimental group. The process was analyzed by examining learners' satisfaction in process. The outcome was analyzed by examining learners' satisfaction in product, group coherence, and quality of product. The difference between the two groups was statistically significant. From these results, we concluded that motivational scaffolding led to positive effects on process and outcome in CSCL environment.