• 아동학회지
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• 제8권2호
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• pp.17-44
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• 1987

The study examined the characteristics of the relationship of home environment variables and children's social development. Two studies were conducted ; Study I examined (1) the correlation of home environment variables and children's social ability and (2) the predictability of home environment variables for children's social ability by children's age. Study II investigated the causal relationship among the variables which are supposed to affect children's social ability. The subjects of this study were 240 children at age four, six and eight attending nursery schools, kindergartens and elementary schools and their mothers. Instruments included the Inventory of Home Stimulation (HOME), the Inventory of Sociodemographic Variables, social maturation scale, and the social-emotional developmental rating scale. The results obtained from this study were as follows : 1) Home environment variables had a positive correlation with children's social development at age four and six, but at age eight, only HOME variables had a significant positive correlation with children's social development. 2) The home environmental variables that significantly predicted children's social development differed according to children's age. That is, play materials, economic status of the home, and parent education were predictive of children's social development at age four, while parent's education, fostering maturity and independence, and play materials were predictive at age six. Fostering maturity and independence, aspects of physical environment, and economic status of the home were predictive at age eight. 3) The causal model of home environment effect on children's social development was formulated by exogenous variables (parent education and economic status of the home) and endogenous variables (direct stimulation, indirect stimulation and the emotional climate of the home). 4) The results of the analysis of the causal model showed that the variables that have a direct effect on children's social development differed according to children's age. That is, direct stimulation had more effect on children's social development at earlier ages, and indirect stimulation had more effect on children's social development at later ages. Among socio-demographic variables, parent's education was most closely related to children's social development. The amount of variance that explained children's social development decreased with increase in children's age.

• 한국생활과학회지
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• 제23권3호
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• pp.367-377
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• 2014

The purpose of this study was to examine children's emotional and behavioral problems using parent and teacher ratings. The study also explored how children's individual factors were associated with their problems. The Strengths and Difficulties Questionnaire Korean version (SDQ-Kr) was completed by parents and teachers of 157 elementary school students. Parents reported perceptions of their child's social skills. Children completed the measure of self-esteem. The results showed that moderate to strong correlations were found between parents and teachers, revealing a stronger correlation in regard to hyperactivity than to emotional problems. Self-esteem and social skill were associated with emotional and behavioral problems in children classified by socio-emotional developmental level. Integrating information from parents and teachers can provide a more complete portrait of a child's adjustment and can better identify a child's problems. These findings highlight that self-esteem and social skill may play critical roles in intervening on children's emotional and behavioral problems.

• 대한가정학회지
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• 제35권3호
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• pp.31-45
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• 1997

The main purpose of the study was to examine relationships of child development with maternal social networks and maternal perceptions of parenting difficulty. Subjects were 90 children, ages 4 and 5, with their mothers. Child development was measured by School Readiness Test, peer nomination, and social competency ratings by teachers. Mothers responded to a questionnaire regarding social networks and parenting difficulty. The major findings of the study include: 1) Employed mothers reported receiving less emotional support and listed more in-laws and work colleagues in their social network than unemloyed mothers. 2) Mothers who perceived receiving more emotional support from networks reported less difficulty in parenting, especially in providing cognitive stimulation and daily routine care to their children. 3) Children's age and maternal perceptions of easiness in providing cognitive stimulation were the most contributing factors for predicting children's learning readiness and social competency.

• International Journal of Human Ecology
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• 제5권2호
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• pp.51-59
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• 2004

Parents' marital conflicts are often linked to various emotional and behavioural difficulties of their children but rarely known about later adolescent and adult lives. This study was undertaken to examine if serious parental conflict such as divorce and/or separation in childhood was associated with emotional and social performance during later adolescent and adult lives. The research literature on divorce was briefly reviewed. The data was derived from the National Child Development Study (NCDSS 1974/age 16 - 1991/age 33) which followed the lives of 17,500 individuals born on March 3-9, 1958 in England, Scotland and Wales. Regression analyses indicate strong evidence that the experience of parental divorce or separation in childhood negatively affects the child's emotional and social performance in their subsequent life. The higher likelihood of having emotional problems, being less competent at their job, experiencing health/disability problems, being a lone-parent, unemployed, and homeless were strongly associated with parental divorce or separation experienced in childhood. Intervention is desirable to address the concerns influencing socio-psychological performance amongst children who have experienced parental divorce or separation.

• 수산해양교육연구
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• 제25권1호
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• pp.113-127
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• 2013

This study investigated the direction of program development in emotional education through storytelling without separating intellectual education in current schooling. As the basic research on program development for elementary school students' emotional intelligence, this study examined how storytelling affects program development in emotional education, and the direction of program contents and structures using storytelling. Firstly, current storytelling and existing programs used for emotional education were analyzed and the direction of program development in emotional education was investigated. Secondly, the structures and procedures of programs for emotional education through storytelling were examined. Finally, stressed contents and items by each factor consisting of emotional intelligence related to the curriculum, and more discussions to consider were inquired. For systematic emotional education, there must be efforts made on developing contents of each factor comprising emotional intelligence; and teaching must be done through the interrelatedness among home, society and school. Furthermore, the construction of social system across the country is required. In conclusion, this study suggest the emotional education needs new curricula based on narrative, because it is dependent on personal emotions and situations.

• 한국철학논집
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• 제25호
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• pp.7-40
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• 2009

이 논문의 목적은 "초등학생들의 사회 정서적 능력 함양을 위한 인성교육의 통합적 방안 연구"의 이론적 토대를 세우는 것에 있다. 본 연구는 초등교육의 핵심 목표 중의 하나인 초등학생들의 "바르고 선한 인성(character)"을 어떻게 하면 보다 효과적으로 함양할 것인가?의 물음에 답하기 위해, 사회 정서적 학습(the social and emotional learning, 이하 SEL로 약칭) 이론에 근거하여 그 해답의 실마리를 찾고, 인성교육의 통합적 접근을 통해 궁극적으로 초등학생들의 사회 정서적 능력 함양을 위한 프로그램을 구안하여 초등현장에 적용하고자 한다. 이를 위해 먼저 본 논문에서는 정서 지능이 무엇이며, 정서 지능과 관련된 여러 이론들의 공통점과 차이점을 비교해 보았다. 왜냐하면 본 연구가 기반으로 삼고 있는 사회 정서적 학습은 바로 정서 지능에 대한 핵심 아이디어에서 출발하기 때문이다. 이어 개인의 일상생활에서 비롯되는 사회적이고 정서적인 현상을 이해하고 조직하며 표현하는 능력으로서 사회 정서적 능력의 주요 구성 요소인 자기인식, 자기관리, 사회적 인식, 대인관계 기술, 책임있는 의사결정에 대해 살펴보았고, 미국에서 SEL 프로그램이 구체적으로 어떤 효과를 가져왔는지를 분석해 보았다. 다음으로 사회 정서적 학습과 정서 능력 혹은 정서 지능은 어떤 관계에 있는지, SEL과 인성교육은 어떤 관계있는지를 살펴보았으며, 특히 SEL 프로그램의 활용에 있어 인성교육이 주는 시사점도 살펴보았다. 마지막으로 SEL 프로그램을 우리의 초등학생을 위한 통합적 인성교육의 프로그램에 적용할 때 유의해야 할 일반적 원리에 대해 살펴보았다.

• 산업융합연구
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• 제12권2호
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• pp.24-38
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• 2014

The significance of this study is to utilize research and care in the field, navigate to the factors that negatively affect the child's development objective of the present study. Exploratory study of the development affected by age to be raised to the acquired write that emotional abilities are not genetically gifted. This is a crucial time for the development of emotional skills in infancy and childhood entire life, and see this time the biggest impact of social environment and the relationship between parents and children made home amicably, the parents are the most influential factors michim at home The. As such it should be recognized that an important role in the development of the emotional power of the child's parent role. Seen to suggest ways to develop children's development through these findings.

• Human Ecology Research
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• 제51권4호
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• pp.371-382
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• 2013

The purpose of this study is to investigate children's emotional problems (attention problem, aggression, somatic symptom, social withdrawal, depression) and to examine the relationship between children's emotional problems with family characteristics (parent education, parent job, family income), life-styles (gaming times, TV times, sleep time). The sample was 2,140 collections of second grade children and their parents who participated in Korea Youth Panel Survey on 2011. We analyzed the data which were collected by means of questionnaires and the data were analyzed with t -test, ANOVA, Pearson correlation analysis, and regression analysis with SPSS ver. 19.0. The results were summarized as follows. The level of children's emotional problem was relatively low on average. There is a significant difference in the children's emotional problems according to family characteristics and life-styles. There was a relationship between children's emotional problems (attention problem, aggression, somatic symptom, social withdrawal, depression) and life-styles (gaming times, TV times). The significant factors influencing the children's emotional problems are connected with father's education, mother's job, family income, family characteristics, gaming time and TV time of life style. It is noted that parent education level was an important factor for children's attention problem and aggression. Amongst children's life-styles, gaming time and TV time are negative factors for social withdrawal and depression.

• 농촌지도와개발
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• 제16권2호
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• pp.405-438
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• 2009

This study aims to analyse the consumer and regional dwellers preferences of nonghyup influenced by contributions of socio-economical using ordered logit model. The survey data were obtained from 225 adults in Chungnam province, cross sectional data in 2007. This paper especially estimates the impact of socio-economic characteristics, such as sex, occupation, school career, and emotional and subjective recognition of contributions of regional socio-economical and culture development, social welfare, It also examines the impact of recognition of cooperational level with local government's policy, customer satisfaction ratings, degree of business ethics. The main results are as follows; the consumer and regional dwellers preferences of nonghyup is not affected by sex, occupation, school career. But the consumer and regional dwellers preferences of nonghyup is influenced by emotional and subjective recognition of contributions of regional socio-economical and culture development, social welfare, It also influenced by emotional and subjective recognition of policy cooperation level with local government, customer satisfaction ratings, degree of business ethics.

• 한국콘텐츠학회논문지
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• 제22권7호
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• pp.583-598
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• 2022

본 연구의 목적은 소셜미디어 정서전염척도(Social Media Emotional Contagion Scale, SECS)를 개발하고 타당화를 하는 것이다. 전국의 20대 성인을 대상으로 결측을 제외한 총 326명을 대상으로 진행되었으며, SECS의 높은 신뢰도를 확보하였다. EFA와 CFA를 통해 SECS가 2요인 구조임을 확인하였고 한국판 정서전염 척도(K-ECS), 성인 공감척도(BES-A), Rosenberg 자아존중감척도(SES)와의 준거관련타당도를 확인하였다. SECS는 K-ECS와 BES-A의 정서적 전염과 관련된 하위요인과는 수렴하였지만, K-ECS와 BES-A 전체 척도와는 변별되었다. 이는 오프라인상에서 나타나는 정서전염과 소셜미디어상에서 나타나는 정서전염을 구별할 필요성을 시사한다. SES와는 변별되었으나 SES의 하위요인과는 일부 수렴하고 일부 변별되었다. 더 나아가, IRT를 시행하여 SECS가 높은 변별도와 적절한 심각도 문항으로 구성된 타당한 척도임을 확인하였다. 마지막으로, SECS 척도의 기준점을 제시하였고 본 연구의 의의와 제한점 및 추후 연구에 대해 논의하였다.