• 가정과삶의질연구
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• 제23권4호
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• pp.35-53
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• 2005

In this study, the influence of mothers' parenting behaviors on children's strategies and competence of emotional regulation was examined. Further, the mediating effects of children's active-social support seeking and aggressive strategies on the above relationship were explored. The participants were W mother-child pairs. The children were 5th and 6th graders at two elementary schools in Kyunggi province and Kwangju metropolitan area The data were analyzed with descriptive statistics, factor analysis, Cronbach's alpha, Pearson correlations, standard multiple regressions and structural equation modeling analysis by LISREL 8.3. The main results of this study were as follows: (1) The more the mothers coached children with affection and reasoning, the more adaptive emotional regulation the children had; whereas children tended to have maladaptive emotional regulation in response to the mothers' rejecting and forceful parenting behaviors. Also, when children were coached by mothers with love, reasoning and consistent restriction, they used more active-social support seeking strategies, whereas they used more aggressive strategies when the mothers coached children with rejecting and forceful parenting behaviors. The more the mothers were rejecting, forceful and intervening, the more the children used passive-avoidant strategies. (2) The more the children used active-social support seeking strategies and the less the children used aggressive strategies, the more likely they had adaptive emotional regulation. The more the children used aggressive strategies, the more likely they had maladaptive emotional regulation. (3) Children's active-social support seeking strategies played a partial mediating role between mothers' affectionate and reasoned coaching and children's adaptive emotional regulation. These strategies, on the other hand, played a full mediating role between mothers' consistent restriction and children's adaptive emotional regulation. Children's aggressive strategies played a partial mediating role between mothers' rejecting and forceful parenting behaviors and children's maladaptive emotional regulation. Mothers' non-intervention had an influence on neither the children's aggressive strategies nor their maladaptive emotional regulation.

• 한국치위생학회지
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• 제24권2호
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• pp.187-195
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• 2024

Objectives: This study aimed to explore ways to improve the level of positive psychological capital of dental hygiene students. After comparing the levels of positive psychological capital, social support, and emotional regulation ability of dental hygiene students and identifying correlations, the sub-factors of social support and emotional regulation ability that affect positive psychological capital were identified. Methods: A survey of 70 questions was conducted targeting 310 dental hygiene students in Gyeonggi-do and Chungcheong-do. The results were subjected to exploratory factor analysis, frequency analysis, t-test, one-way ANOVA, correlation analysis, and multiple regression analysis using the PASW statistics 18.0 program. Results: The level of positive psychological capital was high when students had high grades and perceived positive relationships with professors and peers (p<0.001). Factors highly correlated with positive psychological capital include 'self-emotional regulation ability' among 'emotion regulation abilities' (r=0.665, p<0.001), and 'emotional support related to daily life' recognized 'social support' (r=0.635, p<0.001), followed by 'social support' (r=0.602, p<0.001). Factors affecting positive psychological capital include 'self-emotion recognized ability' (β=0.377, p<0.001), 'quality of professor relationship' (β=0.201, p<0.001), and 'emotion control ability'. Among 'social support', 'emotional support related to daily life' (β=0.201, p=0.003) and 'grades' (β=0.159, p<0.001), and among 'social support', 'social-related support' (β=0.149, p=0.016), followed by 'grade' (β=0.076, p=0.043) were identified. Conclusions: To improve the positive psychological capital of dental hygiene students, efforts should be made to improve self-emotion regulation ability, professor relationships, emotional support related to daily life, and social support.

• 한국산학기술학회논문지
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• 제20권8호
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• pp.352-361
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• 2019

본 연구에는 초등학교 고학년 여학생의 사회불안이 관계적 공격성에 미치는 영향에서 정서조절능력이 매개하는지 검증해보고자 하였다. 이를 위해 인천지역 초등학교 4, 5, 6학년 여학생 177명을 대상으로 사회불안척도, 정서조절능력척도, 관계적 공격성 척도를 사용하였다. 자료 분석은 다중회귀분석을 실시하였으며 매개효과의 유의성을 검증하였다. 연구 결과 첫째, 초등학교 고학년 여학생의 사회불안은 관계적 공격성과 정적 상관을, 정서조절능력 전체 및 하위요인인 문제 중심적 대처 지지추구의 긍정적 절서조절과는 부적 상관을 감정발산, 공격적 표현, 회피와 같은 부정적 절서조절과는 정적 상관을, 정서조절능력은 관계적 공격성과 부적상관이 있는 것으로 나타났다. 둘째, 초등학교 고학년 여학생의 사회불안이 관계적 공격성에 미치는 영향에서 정서조절능력이 완전매개 하였다. 셋째, 사회불안이 관계적 공격성에 미치는 영향에서 정서조절능력의 하위요인별 매개효과를 검증한 결과, 문제 중심적 대처 지지 추구와 같은 긍정적 정서조절은 부분 매개를, 감정발산, 공격적 표현과 회피와 같은 부정적 정서조절은 완전 매개하는 것으로 나타났다. 마지막으로 본 연구의 이론적 함의와 초등상담의 실천적 함의 및 한계점과 추후 연구방향을 제시하였다.

• 한국콘텐츠학회논문지
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• 제13권2호
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• pp.296-307
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• 2013

본 연구는 충청북도의 농촌지역(군지역)에 거주하고 있는 결혼이주여성 206명을 대상으로 정서조절방략을 매개로 사회적 배제가 우울에 미치는 영향을 알아보았다. 이에 주요 분석결과는 다음과 같다. 첫째, 상관관계분석 결과, 우울감과 정(+)적인 관계는 관계적 배제, 문화적 배제, 지역사회 배제, 기본서비스배제, 경제적배제이며, 부(-)적인 관계는 긍정적 정서조절, 부정적 정서조절로 나타났다. 둘째, 위계적 회귀분석 결과, 우울감에 정(+)적으로 영향을 미치는 요인은 관계적 배제, 지역사회 배제, 경제적 배제이며, 부(-)적인 영향을 미치는 요인은 사회적 참여 배제, 긍정적 정서조절방략, 부정적 정서조절방략으로 나타났다. 셋째, 경로분석결과, 사회적 배제와 우울감의 관계에서 정서조절방략은 완전매개효과임이 검증되었다. 따라서 농촌지역 결혼이주여성의 우울감을 완화하기 위해서는 사회적 배제를 감소시키데 더불어 정서조절 방략을 높이기 위한 전략이 반드시 포함되어야 한다.

• 디지털융복합연구
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• 제20권1호
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• pp.437-443
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• 2022

본 연구의 목적은 간호대학생의 간호전문직과 사회적 책임의 관계에서 자기조절의 매개효과를 확인하는 것이다. 연구대상은 경기도 S대학교 간호학과에 재학 중인 179명의 학생이었다. 자료는 구조화된 설문지를 이용하여 2020년 11월 30일부터 12월 4일까지 수집하였다. 자료의 분석은 SPSS WIN 25.0 program으로 실시하였다. 연구결과 간호전문직관과 자기조절, 사회적 책임은 모두 유의한 양의 상관관계가 있었다. 또 간호전문직관은 사회적 책임에 영향을 미치며, 간호전문직관과 사회적 책임의 관계에서 자기조절이 부분 매개 하는 것을 확인하였다. 본 연구결과를 기반으로 대학에서는 사회적 책임감을 가진 간호사를 배출하기 위하여 간호전문직관과 자기조절을 향상시키기 위한 다양한 프로그램을 개발하여 학생들에게 적용하기를 권고한다.

• 한국보육지원학회지
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• 제14권5호
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• pp.65-84
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• 2018

Objective: This study investigated the effects of discussion using personality picture books on young children's self-regulation ability and pro-social behaviors. Methods: Participants consisted of thirty-nine 5-year-old children who were going to a kindergarten in Gwangju metropolitan city. Nineteen children belonged to the experimental group and twenty children to the comparative group. The experimental group carried out discussion using personality picture books, and the comparative group carried out conversation activities. Results: The results of this study demonstrated that the experimental group scored higher than the comparative group in self-regulation ability and pro-social behaviors. That is to say, the experimental group scored higher than the comparative group in three sub factors of self-regulation ability and seven sub factors of pro-social behaviors. Conclusion/Implications: It is significant that this study provides useful information about discussion using personality picture books with young children that can be used in the early childhood field.

• Educational Technology International
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• 제23권1호
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• pp.1-39
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• 2022

We study emotion regulation in a distant CABLe (Collaborative Argumentation Based-Learning) setting at university. We analyze how students achieve the group task of synthesizing the literature on a topic through scientific argumentation on the institutional Moodle's forum. Distinguishing anticipatory from reactive emotional regulation shows how essential it is to establish and maintain a constructive working climate in order to make the best out of disagreement both on social and cognitive planes. We operationalize the analysis of anticipatory emotional regulation through an analytical grid applied to the data of two groups of students facing similar disagreement. Thanks to sharp anticipatory regulation, group 1 solved the conflict both on the social and the cognitive plane, while group 2 had to call out for external regulation by the teacher, stuck in a cyclically resurfacing dispute. While the institutional digital environment did afford anticipatory emotional regulation, reactive emotional regulation rather occurred through complementary informal and synchronous communication tools. Based on these qualitative case studies, we draw recommendations for fostering distant CABLe at university.

• 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.

• Asia Marketing Journal
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• 제21권1호
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• pp.89-112
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• 2019

To investigate the interplay between individual and collective self-regulations, the authors propose a dialectic process that describes the changes in the locus of self-regulations between individual self and collective self. The results from three studies display a strong support for the two sets of hypotheses drawn from the proposed process. Our findings demonstrate that consumers can move the locus of self-regulation from individual-self to collective-self when a social identity is activated (preliminary study and study1). Further examination of regulatory swing between individual and collective regulatory orientations revealed group identification as a key variable in determining the locus of self-regulation (study2). While a consumer with a high level of group identification changes her locus of self-regulation from an individual to a collective (a regulatory shift) and evaluated messages and products framed consistent with their group orientation, a consumer with low level of group identification maintains her locus of self-regulation in her personal level of self (a regulatory preservation) and evaluated messages and products framed consistent with their personal regulatory focus.

• 한국보육지원학회지
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• 제12권2호
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• pp.167-182
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• 2016

This study examined the effects of fathers' play participation on young children's social competence and self-regulation. The subjects consisted of 180 fathers with children at ages between 4-7 years old from 2 preschools and 3 kindergartens located in Y city in Gyeonggi province. The analyses used for this study included the t-test and multiple regression analysis. The main findings are as follows. First, fathers' play participation was not different by sociodemographic characteristics such as fathers' age, educational level, and job. Second, fathers' participation in functional play, role play, and constructive play was positively related to social activator, reassurance, and cooperation among subscales on children's social competence. Also, fathers' participation in games was negatively related to reassurance among children and positively related to hypersensitivity among children. Third, fathers' participation in role play and functional play was positively related to children's self-monitoring and self-control. These findings suggest emphasizing fathers' play participation to improve children's social competence and children's self-regulation, and it can be helpful to underline fathers' education and to develop programs for fathers' play.