• 아동학회지
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• 제24권4호
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• pp.41-53
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• 2003

This study examined the effect of parenting style on children's prosocial behavior. Children's prosocial behaviors were examined by 3 factors : adaptation to school life, relationships with others, and ability to control emotions. Subjects were 195 three-, four-, and five-year-old children and their parents. Children's prosocial behavior differed as a function of children's age but not gender. Children's relationships with others among the prosocial behaviors showed a statistically significant difference by mother's autonomous parenting style. Unexpectedly, children's prosocial behaviors did not vary according to fathers' parenting style.

• 대한가정학회지
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• 제48권2호
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• pp.13-22
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• 2010

This study explored mediating effects of children's emotional regulation between maternal parenting behaviors and children's aggressive/prosocial behaviors. The participants were 1,187 4th, 5th, 6th grade children and their mothers from two elementary schools in Korea. The Maternal Parenting Behaviors Scale(Kim, 2006), the Emotional Regulation Scale(Lee, 1997), and a peer-nomination measure(Crick, 1995; Crick & Grotpeter, 1995) were used. Collected data were subjected to descriptive statistical analysis, Pearson's productive correlation and regression using SPSS(Ver 12.0). Findings revealed that children's self-emotional regulation mediated the effects of mother's physical punishment on children's aggressive behaviors, while children's other-emotional regulation mediated the effect of mother's warm-encouragement, mediation-supervision, and inconsistency on children's prosocial behaviors. In conclusion, children's emotional regulation mediates the effects of maternal parenting behaviors on children's aggressive/prosocial behaviors.

• 아동학회지
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• 제26권6호
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• pp.145-160
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• 2005

The purpose of this study was to examine mother's and father's socialization beliefs regarding prosocial behaviors of boys and girls. The subjects were mothers and fathers of 60 children in Seoul. Data were gathered through questionnaires; both mothers and fathers responded to the Social Skills Questionnaire. Results showed that: 1) There are no differences in parents' socialization beliefs regarding children's prosocial behaviors: the importance of prosocial behavior, reasons for the importance of prasocial behaviors, attribution, and socialization strategy. 2)There are a few sex differences between boys and girls in parents' socialization beliefs.

• 한국심리학회지:학교
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• 제17권1호
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• pp.1-16
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• 2020

본 연구는 초기 청소년기 친사회성의 사회화 과정을 탐색하고, 학급 수준에서 사회적 친밀성의 조절효과를 탐색하고자 하였다. 총 39학급 1,040명의 초등학교 4-5학년 학생을 대상으로, 1학기 초와 말 총 2회에 걸쳐 측정한 친사회성과 또래네트워크 데이터를 활용하여 종단사회 연결망분석을 실시하였다. 그 결과, 초기 청소년기 학생의 친사회성이 사회화 되는 경향을 보였다. 초기 청소년기 학생들은 친사회성 수준이 유사한 친구와 또래관계를 형성하는 경향을 보였으며, 동시에 친구들의 친사회성 수준을 닮아가는 것으로 나타났다. 또한 학급의 사회적 관계성에 따른 친사회성의 사회화의 조절효과를 탐색한 결과, 사회적 친밀성이 낮은 학급에서는 친사회성의 또래선택과 또래영향이 나타나지 않은 반면, 사회적 관계성이 높은 학급에서는 친사회성의 또래영향이 나타났다. 이는 학급의 사회적 관계성이 친사회성의 또래영향을 나타나게 하는 맥락적 조절변인의 역할을 함을 시사한다. 본 연구의 결과를 토대로 친사회성의 사회화에 대한 발달적 특성과 이를 촉진하기 위한 사회적 관계성 측면에서 학교에서의 생활 지도 방안에 대해 논의하였다.

• 가정과삶의질연구
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• 제23권3호
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• pp.185-195
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• 2005

The main propose of this study was 1 examine the relations of parenting behaviors perceived by children to children's aggression and Unsocial behaviors with a sample of 301 6th-graders(161 boys and 140 girls) and their teachers(N=10). The children answered questionnaires regarding parenting behaviors such as physical punishment psychological control, md responsiveness. Children's aggression and unsocial behaviors were rated by their teachers. Boys showed higher overt aggression than girls. Children were more aggressive when they perceived that their parents used more physical punishment and psychological control and they were less responsive. Children showed more prosocial behaviors when they perceived that their parents used less physical punishment' and psychological control and they were more responsive. The more aggressive the children were, the less prosocial they were.

• 초등상담연구
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• 제4권1호
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• pp.263-284
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• 2005

The purpose of this study was to examine the effect of game-centered empathy training on the prosocial behaviors of elementary schoolers in a bid to suggest how their prosocial behaviors could be boosted. The research questions were posed as below: 1. Does game-based empathy training improve the overall empathy of school children? 2. Does game-based empathy training have a better effect on the cognitive empathy of school children or their emotional empathy? 3. Does game-based empathy training enhance the prosocial behaviors of school children? The subjects in this study were 62 children in their fourth year of D elementary school in Eumseong-gun, north Chungcheong province. They were divided into an experimental group and a control group, and a survey was conducted before and after the experimental group under-went empathy training for about six weeks. The instrument used in this study was David(1980)'s Interpersonal Reactivity Index adopted by Park Sung-hee(1996) to suit school children. Another instrument was Park Sung-hee (1997)'s inventory to assess the prosocial behaviors of children. The collected data were analyzed by SPSS 10.0 for Windows program, and reliability analysis and t-test were employed. The findings of the study were as follows: First, as for the effects of the game-based empathy training on the overall empathy of the elementary school youngsters that included both emotional and cognitive empathy, both groups got lower scores in posttest than in pretest. The experiment produced unexpected results, as the experimental group got significantly lower scores. This fact indicated that the game-based empathy training was ineffective. Second, the game-centered empathy training didn't exercise any influences on their cognitive and emotional empathy. The experiment had a reverse impact on the cognitive and emotional empathy of the experimental group, which implied that the training served as a factor to deteriorate the two types of empathy, and the hypothesis posed in this study was rejected. Therefore, which type of empathy could make a better progress by being exposed to the training couldn't definitely be determined. Third, the game-based empathy training didn't serve to Improve the prosocial behaviors of the elementary schoolers. There was no change in the experimental group, and this fact signified that there's something wrong with the attempt to develop school children's empathy to step up their prosocial behaviors. Based on the above-mentioned findings, the following conclusion was reached: First, the game-centered empathy training had no effects on boosting the overall empathy of the school children. Second, the game-centered empathy training couldn't be said to be effective in improving either cognitive empathy or emotional one. From a viewpoint of relativity, that could be said to affect emotional empathy more than cognitive one. Third, the game-based empathy training wasn't effective in improving prosocial behaviors. Rather, that resulted in interrupting the promotion of prosocial behaviors.

• 감성과학
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• 제24권1호
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• pp.73-90
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• 2021

지금까지 선행연구에서는 아동기에 대한 자서전적 기억이 한 개인의 자기개념에 영향을 끼침을 보고하였다. 반면, 아동기 경험의 회상방식이 성인기의 친사회적 행동에 어떻게 영향을 끼치는지에 대한 연구는 거의 수행되지 않았다. 이에 따라 본 연구에서는 아동기에 대한 자서전적 기억과 친사회적 행동의 관계를 해석수준에 따라 분석하려 한다. 연구 1에서는 대학생들을 대상으로 아동기 또는 최근 일상의 경험을 회상하는 조건에서 다양한 친사회적 행동에 대한 동기화가 달라지는지를 비교하였다. 연구 2에서는 아동기 경험을 추상적 또는 구체적으로 회상하는 방식이 해석수준의 차이를 통해 친사회적 행동에 영향을 끼치는지를 검증하였다. 그 결과 연구 1에서는 아동기의 경험을 회상하는 조건에서 친사회적 행동의 동기화정도가 높게 나타났다. 또한 연구참가자들은 아동기의 경험을 회상하는 조건에서 최근 일상을 회상하는 조건보다 자신의 도덕적 순수함에 대해 더 높게 평정하였다. 연구 2에서는 아동기의 도움행동을 구체적으로 회상하는 조건에서 아동기의 경험을 추상적으로 회상하는 조건보다 향후 친사회적 행동의 동기화가 감소됨을 보여주었다. 이 결과는 아동기의 경험에 대한 해석수준(추상적 vs. 구체적)과 도덕적 면허의 감정이 친사회적 행동의 동기화에 영향을 끼칠 가능성을 보여준다. 본 연구는 한 개인의 친사회적 행동과 연관된 인지과정의 변인을 탐색하여 선행연구를 확장했다는데 의의가 있다.

• 문화기술의 융합
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• 제5권1호
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• pp.169-175
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• 2019

본 연구의 목적은 유아의 정서지능과 친사회적행동이 리더십에 미치는 영향을 알아보는 것이다. 연구대상은 수도권에 소재한 유아교육기관 20개소에 재원 중인 만 4, 5세 유아 400명이다. 연구대상 유아의 담임교사에게 설문지 조사를 실시하여 유아의 정서지능과 친사회적행동 및 리더십을 측정했으며, 수집된 자료는 SPSS 23.0을 사용하여 분석했다. 측정도구의 문항신뢰도와 기술통계를 산출하고, Pearson 상관분석 및 중다회귀분석을 실시했다. 연구결과로는 첫째, 유아의 정서지능과 친사회적행동이 높게 나타날수록 리더십이 높은 것으로 나타났다. 둘째, 유아의 정서지능과 친사회적행동은 리더십에 유의한 정적인 영향을 주었으며, 영향력에 있어 친사회적행동이 정서지능 보다 더 큰 것으로 밝혀졌다. 유아 리더십은 현대사회에서 요구되는 정서 사회성발달의 일부로 본 연구결과는 정서지능과 친사회적 행동 증진을 통해 리더십 발달을 지원할 수 있음을 시사한다.

• 아동학회지
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• 제17권1호
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• pp.275-288
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• 1996

The purposes of this study were to investigate children's prosocial behavior by age and sex and to examine the relationship between children's prosocial moral reasoning and prosocial behavior by costs and types of tasks. The subjects were 300 3th-and 6th-graders enrolled in elementary schools in Seoul. The revised form of Prosocial Moral Dilemmas including costs and types of tasks was used. The tasks of prosocial behaviors included time-cost tasks, money-cost tasks and physical strength-cost tasks. For data analysis, the paired t-test, two-way ANOVA, and Pearson's Correlations were used. Major findings were as follows; (1)There was age difference in children's prosocial behavior. 6th-graders performed at a higher level than 3th-graders. Sex differences weren't significant. In low- and high-cost tasks and in time-, money-, and physical strength-cost tasks, there were (2) Scores on high-cost behavior tasks were higher than on low-cost tasks. (3) Children's prosocial moral reasoning was positively related to prosocial behavior; in low- and high-cost tasks, and in time-, money-, and physical strength-cost tasks.

• 아동학회지
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• 제16권2호
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• pp.97-112
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• 1995

The purpose of this study was to investigate the effect of selected internal and situational factors on children's prosocial behaviors. While child's sex and trait empathy were chosen as internal factors, state empathy and social evaluation were regarded as situational factors. The subjects were 72 bays and 72 girls chosen from 288 eleven-year-olds. This selection was based on their emplathic scores measured by the Bryant Empathy Scale (1982). Half of the 144 children belonged to the high-trait empathic group and the other half to the low-trait empathic group. Within each of the high-and the low-trait empathic groups, equal numbers of boys and girls were randomly assigned to one of the two state empathy conditions and two social evaluation conditions. The state empathy conditions were divided into the arousal condition and the disregarding condition. To control social evaluation, subjects were led to believe that the experimenter either would or would not evaluate their donation of colorful ball-point pens to handicapped children. The data was analyzed by 4-way ANOVA [sex(2)${\times}$trait empathy(2)${\times}$state empathy(2)${\times}$social evaluation(2)]. The results were that (1) children's prosocial behaviors were significantly different by sex, state empathy, and social evaluation, and (2) children's prosocial behaviors were not significantly different by their trait empathy level.