• 아동학회지
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• 제37권4호
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• pp.101-115
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• 2016

Objective: The study examined the mediated-moderation effect of social-support levels from maternal-acceptance experiences by the parents of origin to child emotion regulation strategies through an emotion-coaching reaction. Methods: The participants in this study were children (Grades 4-6) and their mothers. They completed questionnaires on Maternal Parenting Experiences Scale, Children's Emotion Regulation Scale, Emotion-Coaching Scale, and Social Supportive Level Scale. Data were analyzed via SEM. Results: The main findings were as follows. First, a mediating model showed that the relationship between maternal-acceptance experiences by the parents of origin and child emotion-regulation strategies was mediated by emotion-coaching reactions. Second, there was a moderation effect of social-supportive levels on the relationship between maternal-acceptance experiences from parents of origin and emotion-coaching reaction. Finally, social-supportive levels mediated the moderation effect of social-support level from maternal-acceptance experiences to child emotion-regulation strategies through emotion-coaching reaction. Conclusion: These results indicate that importance of maternal social-supportive level from owns spouse or friends. I discussed the implications of the intervention of parent counseling and parent education in this research.

• 감성과학
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• 제15권2호
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• pp.283-296
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• 2012

본 연구는 SNS 사용자 간의 관계 유형을 감성공유관계와 정보공유관계로 분류하여 두 관계에 따른 사회감성모델을 구축하는 것이 목적이다. 이를 위해 먼저, 기존 문헌에 근거하여 92개의 감성을 수집하여 적합성 검증을 수행한 후 연구목적에 부합하는 26개의 사회감성을 추출하였다. 추출된 사회감성은 관계 유형에 따른 요인분석을 통해 12개의 대표 사회감성과 13개의 대표 사회감성을 도출하였다. 도출된 대표 사회감성은 다차원척도분석을 통하여 2차원의 공간에 매핑하여 사회감성 모델을 도출하였다. 도출된 사회감성 모델은 구조방정식모형 분석을 통해 통계적으로 유의하지 않은 요소들을 제거하였다. 타당성 검증 결과 적합도 지수를 통해 감성공유관계의 사회감성 모델(CFI:.887, TLI:.885, RMSEA:.094)과 정보공유관계의 사회감성 모델(CFI:.917, TLI:.900, RMSEA:.050)의 적합도가 나타났다. 본 연구의 결과로 사용자 관계 유형에 따라 상이한 사회감성 모델이 검증되었다. 본 연구를 통해 제시된 사회감성 모델은 SNS상에서 인간의 감성을 측정하는데 필요한 평가 자료로 활용될 수 있을 뿐만 아니라 향후 사회감성의 발전 방향을 제시할 수 있는 자료로 활용될 수 있을 것이라 사료된다.

• 아동학회지
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• 제36권2호
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• pp.167-182
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• 2015

This study created a structural model of the influence of paternal and maternal meta-emotion philosophy and children's emotion regulation in terms of their social competence and confirmed the nature of the relationship among the variables. For the purpose of this study, data was collected, targeting 363 children in the $5^{th}$ and $6^{th}$ elementary school grades from schools located in Seoul. The main results of this study were as follows: First, both paternal and maternal meta-emotion philosophy had an influence on children's emotion regulation and emotion dysregulation. Next, paternal and maternal meta-emotion philosophy did not appear to have a significant influence on children's social competence in a direct manner. The complete mediation effect of emotion regulation in regards to the influence of paternal and maternal meta-emotion philosophy upon children's social competence was confirmed. It was also found that parental meta-emotion philosophy had an influence upon children's social competence in an indirect manner through children's emotion regulation in the period of middle childhood.

• 아동학회지
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• 제30권3호
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• pp.85-98
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• 2009

The purpose of this study was to examine the path model of child's sex, temperament, maternal parenting behavior, and child's emotion regulation on child social behaviors. The subjects were 286 elementary school children. Data were gathered through questionnaires reported by mothers and teachers. Path analysis revealed that (1) mother's overprotective or coercive parenting behaviors effected neither child's emotion regulation nor social behaviors (2) child's sex and activity level effected child's aggression both directly and indirectly through child's emotion regulation (3) child's 'activity level' and 'avoidance' temperament effected child's social withdrawal both directly and indirectly through child' emotion regulation. Findings underscore the role of emotion regulation as a mediator in predicting child aggression and social withdrawal.

• 대한가정학회지
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• 제49권10호
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• pp.103-113
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• 2011

This study investigated the structural relationships between attachment, social competence, and emotion regulation. A survey was administered to 233 children of elementary school age(5th-6th grades) in G-city, Korea, using the IPPA-R, the Social Competence Inventory and an Emotion Regulation Scale. The collected data were then analyzed using a Canonical Correlation Analysis. First, the relationship between attachment and social competence was analyzed. The results showed that attachment and social competence have a positively correlated relationship. Peer attachments strongly affect the attributes of social competence when using a canonical variate analysis. Secondly, the relationship between attachment and emotional regulation was analyzed. The results showed that attachment and emotion regulation are also positively correlated. Maternal attachment particularly strongly affected the attributes of emotion regulation. Thirdly, the relationship between social competence and emotional regulation was analyzed. The results showed that social competence and emotional regulation have a positive relationship.

• Educational Technology International
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• 제22권1호
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• pp.87-109
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• 2021

The purpose of this study was to understand the influence of the level of social emotional competence of college students on their achievement emotion, life satisfaction, and academic achievement. To this end, a survey was conducted with 301 college students in the Busan and Gyeongnam areas of Korea in 2019. The students were divided into high, medium, and low levels according to social emotional competence. Then, on the basis of these divisions, their achievement emotion, life satisfaction, and academic achievement were compared with oneway ANOVA. The results indicated that students with high social emotional competence had higher average scores in positive achievement emotion: enthusiasm, hope, and pride; lower average scores in negative achievement emotion: anger, anxiety, shame, frustration, and boredom; and higher average scores in life satisfaction, and academic achievement compared to the group with middle and low social emotional competence. Based on the results, this article discusses considerations and recommendations for follow-on studies. It also highlights the need for social emotional competence education in Korea against the backdrop of intense pressure on students to perform well academically and a culture where emotion is not freely expressed.

• 한국정보시스템학회지:정보시스템연구
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• 제21권3호
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• pp.117-136
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• 2012

Given to the prevalence of social commerce such as Groupon, Ticketmonster, and Coupang, it has become critical to understand customer purchasing behavior in social commerce environments. When consumers make purchasing decisions in social commerce, they often act impulsively. This is because social commerce is a deal-of-the-day website that features discounted gift certificates usable at local companies. However, the vast majority of social commerce research has viewed consumer decision-making as a rational process. This study develops a theoretical framework to investigate key drivers of customer's impulsive purchasing in social commerce. This study identifies flow, positive emotion, negative emotion, social commerce attractiveness, and discounted price as the key antecedents of impulsive purchasing. Data collected from 164 users who had prior purchasing experiences with social commerce were empirically tested against the research model using partial least squares analysis. The analysis results indicate that flow plays an important role in facilitating customers' impulsive purchasing in social commerce environments. Moreover, the findings show the exact roles of positive emotion, negative emotion, social commerce attractiveness, and discounted price on consumer's impulsive purchasing.

• 아동학회지
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• 제30권5호
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• pp.137-153
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• 2009

This study examined the effects on preschooler's social competence of preschooler's emotional regulation strategies and maternal attitude toward child's emotional expressiveness. Subjects were 57 3-to 5-year-old preschoolers, their mothers and 3 teachers in their classes. Data were adapted from the Social Intelligence part of Project Spectrum and analyzed by Pearson Correlation Coefficient and Stepwise Multiple Regression Analysis. Findings were that : (1) preschoolers' positive emotion regulation strategies significantly explained their social competence. (2) Older children showed higher social competence than younger children; the effect of children's age on social competence was more influential than emotional strategies or maternal attitudes. In conclusion, preschooler's emotion regulation strategies are an important factor as their social competence develops with age.

• 한국감성과학회:학술대회논문집
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• 한국감성과학회 2011년도 추계학술대회
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• pp.19-20
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• 2011

• 아동학회지
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• 제33권6호
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• pp.1-19
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• 2012

The purpose of this study was to develop an intervention program for the improvement of the emotion regulation of 5-year-olds and to analyze the effects of this program on their emotion regulation and social behavior. The participants consisted of 56 5-year-olds from two day care center located in a metropolitan area of Korea. The experimental group (n=28) participated in the intervention program, and the comparative group (n=28) did not. This intervention program was developed to deal with peer relationships, and consists of activities designed to cover all domains of the Korean National Early Education Standard. The emotion regulation and social behavior were measured before and after the experiment. The data were analyzed making use of ANCOVA. Our results indicate that this program had the effect of improving the emotion regulation and social behavior on the part of 5-year-olds.