• International Journal of Human Ecology
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• v.10 no.2
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• pp.13-24
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• 2009

The effects of grandparenting involvement and emotional attachments on emotional and behavioral development among adolescents were explored through the use of a UK cross-sectional national data of 1,566 adolescents aged eleven to sixteen years old receiving some form of grandparenting. A correlation and logistic regression analyses yielded results that supported the positive effects of grandparenting on the emotional and behavioral disorder symptoms of adolescents. The results indicate that most selected socio-demographic, grandparenting involvement, and the emotional attachment variables of grandchildren influenced the likelihood of increasing or decreasing emotional disorder symptoms among adolescents. However, no support was found for perceiving emotional attachments with grandparents as a predictor of behavioral disorder symptoms among youth, whereas socio-demographic and grandparenting involvement variables showed significant impacts on behavioral disorder symptoms. The findings highlight the importance of a systematic approach about the socio-demographic characteristics, levels of grandparenting, and emotional attachment levels with grandparents to understand youth cared for by grandparents that experience emotional and/or behavioral disorder symptoms, when intervention or prevention programs are considered.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.65-76
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• 2001

This study investigated the prediction of fathering and child's attachment to father based on socio-emotional competence and father-child relationship. Fifty-five toddlers and their parents were assessed by the Generative Fathering Questionnaire (Yee et al., 1999) and the Attachment Security Q Set (Waters, 1987) when the children were 2 years old. After 12 months, the child's socio-emotional competence and father-child relationship were assessed by questionnaire. The child's socio-emotional competence was predicted by father's sense of responsibility for child rearing but not by father's involvement in child rearing. Attachment security partly predicted child's socio-emotional competence and father-child relationship. Among the sub-categories of father-child relationship, warmth and closeness of the relationship was related to child's socio-emotional competence.

• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.455-469
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• 2011

The purpose of this study was to find out how follow-up activities of reading picture books influenced infants' language and socio-emotional development. Subjects of this study were 27 2-year-old infants at public day care centers in Busan. After implementing follow-up activities of reading picture books for 8 weeks, this study tried to investigate changes in infants' language and socio-emotional development. Results of this study are as follows. First, follow-up activities of reading pictures have brought positive impacts on infants' language ability. Results indicate a positive influence on infants' expressive and acceptive language ability. Second, follow up activities have also enhanced infants' socio-emotional development. Sepcifically, they have been effective in improving infants' low-level socio-emotional development such as 'internal control', 'peer interaction', and 'achievement motivation'. It is expected that the follow-up activities developed by this research would help to enhance infants' language development and socio-emotional development.

• Journal of Fisheries and Marine Sciences Education
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• v.16 no.2
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• pp.199-209
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• 2004

The main purpose of this study is to explore a social capital paradigm which can be applied to many forms of social capital and intangible goods. The social capital paradigm introduces a new form of capital. This new form of capital produces a flow of socio-emotional goods that have value. Moreover, these socio-emotional goods can attach themselves to the objects used to convey them and change their value and meaning. This change in value and meaning is defined as attachment values. Exchanges of socio-emotional goods occur in networks where social capital resides. Formal and informal institutions provide order and meaning to exchanges of tangible and intangible goods. Social capital is a powerful resource that makes our choices interdependent. The social capital paradigm does not alter or contradict the basic economic theories of exchange. While the social capital paradigm accepts that selfish preferences motive many actions, it adds that sympathy and the desire to consume socio-emotional goods are powerful motivators. In case of marine affairs, ocean and fishing villages and their culture have been not only a fundamental basis of fisheries development but they also have made a great deal of contribution to forming social capital. In spite of this fact, the main reason that the problems of fisheries fishing villages fishermen in our society are kept at a distance is because they have been loosing their capability of forming social capital and producing socio-emotional goods, in addition to lowered relative economic share.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.199-217
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• 2010

This study investigated the effects of an after-school picture-book program on the happiness and socio-emotional ability levels of first graders. The subjects consisted of 44 elementary school first graders; of these, 22 formed the experimental and 22 formed the control group. A detailed analysis of both happiness and socio-emotional ability levels was undertaken to determine the homogeneity of the two groups. A broad variety of activities using 12 picture-books were applied to the experimental group for twelve-week periods. The results of this study were as follows; the after-school program using picture books was effective in strengthening children's levels of both happiness and socio-emotional ability.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.75-85
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• 2004

This study was to investigate parental rearing attitudes which are perceived by the only children and sibling children and their socio-emotional development. The subjects were 426 4th and 6th grade students in an elementary school located in Seoul and Kyonggi-do. The data was analyzed by SPSS WIN computer program. Two-way ANOVA and Multiple Regression analyses were performed. Within group variables that predicted children's socio-emotional development were parental achievemental, loving and autonomous attitude, and school-aged children's socio-emotional development was most predicted by parental achievemental attitude.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.101-126
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• 2006

In this comparison of the relative effects of children's separation from their parents, socio-emotional adjustment was assessed by emotional and behavioral problems and emotional intelligence. Subjects were 502 elementary school children separated from their parents(162 in Yanbian and 340 in Korea) and their caregivers. Data analysis was by frequency, t-test, and multiple regression controlled by gender and grade in school. Caregivers living with children and their parenting efficacy were significant variables for the development of socio-emotional adjustment in Korean-Chinese children in Yanbian, but reasons for parent-child separation, caregivers' psychological and behavioral characteristics, and SES were significant variables for children in Korea. Implications are that regional differences should be considered in understanding and supporting the development of children's socio-emotional adjustment.

• Korean Journal of Child Studies
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• v.26 no.1
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• pp.137-154
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• 2005

The socio-emotional behaviors of 2-year-olds were examined by multiple attachments to mothers and child care providers in the context of home and child care centers. Participants were 100 children (mean age: 30.2 months), their mothers, and 27 child care providers. Attachment security was assessed with attachment Q-set. Children's social interaction with peers and teachers were rated every 10 seconds during 10 minute observation periods for 4 days, totaling40 minutes per child. Mothers and child care providers completed the Infant Toddler Socio-Emotional Assessment (ITSEA). Results showed that secure attachment relationships with child care providers partly compensated for insecure attachments with mothers at home. In the context of the child care center, secure attachments with child care providers were more important determinants of the development of socio-emotional behaviors than secure attachments with mothers.

• Journal of the Korean Home Economics Association
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• v.42 no.1
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• pp.39-51
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• 2004

The purposes of this study were to investigate the quality (structure and process) of home-based day care and center-based day care, and to examine socio-emotional development among infants who were in both types of day care. The subjects of this study were 101 infants who were in home-based day care and 181 infants who were in center-based day care. The measurements were socio-emotional development scale and assessment scales for day care programs. Results indicated that, first, home-based day care did not significantly differ from center-based day care in terms of structure. Second, home-based day care were, to some degree, significantly different from center-based day care in the process： home-based day care had better play environment and play activities than did center-band day care. Lastly, there were significant differences in socio-emotional development among infants according to the type of day care： infants in home-based day care were more independent to their teacher and felt more secure in child care homes than was true for the infants in center-based day care.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.4
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• pp.1013-1020
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• 2021

This study examines the role of dynamic socio-emotional capabilities to increase proactive stakeholder engagement in family businesses. The research sample includes all furniture enterprises scattered in Jepara Regency sub-districts as many as 3,945 companies. The sampling in this research is purposive; as many as 210 respondents, 181 could be used. The sampling unit is the owners and managers, considering that most company owners are also company managers. This study examines how learning and supply chain management in the family business can be integrated to enable a set of resources and capabilities provided by the family to be developed to build closer relationships with stakeholders. The findings showed the importance of a family business's supply chain management perspective in the relationship between dynamic socio-emotional capabilities to mediate organizational learning to proactive stakeholder engagement significantly. Based on this study's results, companies can build dynamic socio-emotional capabilities through organizational learning to increase proactive stakeholder engagement. Dynamic socio-emotional capabilities proved to play a role as a mediator for organizational learning by family companies for proactive stakeholder engagement.