• Title/Summary/Keyword: child's emotional regulation

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The Relationship among a Father's Rough-and-Tough Play, Child's Emotional Expressiveness and Adaptive Emotional Regulation: The Moderated Mediation Effect of a Father's Play Participation Attitud (아버지의 거친신체놀이, 유아의 정서표현성과 적응적 정서조절의 관계: 아버지 놀이참여태도의 조절된 매개효과)

  • Jihyun Oh
    • Korean Journal of Childcare and Education
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    • v.19 no.1
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    • pp.23-41
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    • 2023
  • Objective: The purpose of this study is to explain in detail the factors of the father's play interaction that predict children's adaptive emotional regulation. This study examined the moderated mediation effect of a father's rough-and-tough play toward a child's emotional expressiveness and the father's play participation attitude on the child's adaptive emotional regulation. Methods: The study participants included 309 fathers of children aged from 3 to 5 years. Data were analyzed using models of the PROCESS Macro. Results: As a result of this research, the relationship of the father's rough-and-tough play with the child's adaptive emotional regulation was that this was indeed mediated by the child's negative emotional expressiveness. Additionally, the father's responsive and fun play attitude moderated the relationship between the father's rough-and-tough play and the child's adaptive emotional regulation. Further, the father's responsive and fun play attitude according to level had a moderated mediation effect. Conclusion/Implications: These results are meaningful in that they derives a mechanism for why and how a father's rough-and-tough play affects children's adaptive emotional regulation.

Parental Emotion Regulation and Children's Understanding of Emotional Display Rules (부모의 정서 규제와 아동의 정서 표출 규칙 이해)

  • 한유진
    • Journal of the Korean Home Economics Association
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    • v.36 no.11
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    • pp.61-72
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    • 1998
  • The purpose of this study was to investigate parental emotion regulation and children's understanding of emotional display rules. 31 boys and 29 girls of the first and fourth grades and their parents were selected for the subject. Sixty children were interviewed on eight interpersonal conflict situations and parent completed the PACES(Saarni, 1985) separately. The main results of this study were as follows. 1) Children's understanding of emotional display rules increased with age. 2) Children's primary justification for using emotional display rules was self-protective one. Girls used more often prosocial justification than boys. 3) Parental emotion regulation was significantly different between the two contexts: a child might cause another person substantial emotional distress and a child didn't cause another person substantial emotional distress. 4) Parental regulation was differed by children's age in the context that the child might cause another person substantial emotional distress. 5) Father's regulation was differed by children's sex in the context that the child might cause another person substantial emotional distress. 6) Maternal regulation was positively correlated to the level of emotional display rules in the context that the child might cause another person substantial emotional distress.

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The Effects of Mothers' Parenting Efficacy on Children's Emotional Regulation : The Role of Mothers' Perception of Fathers' Involvement in Child Care (어머니의 양육효능감이 유아의 정서조절력에 미치는 영향 : 어머니가 지각한 아버지 양육참여도의 역할)

  • Yoon, Seohee;Sung, Jihyun
    • Korean Journal of Child Studies
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    • v.35 no.4
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    • pp.199-222
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    • 2014
  • This study sought to illuminate a moderating effect of mother's perception of father's involvement on the associations between mother's parenting efficacy and child's emotional regulation. The participants in this study comprised 292 mothers whose children were aged between 4 and 5. The children were attending child care centers or kindergartens located in Seoul or Gyeonggi-do province in Korea. The questionnaires on mother's parental efficacy, father's parental involvement, and their children's emotional regulation were distributed to mothers through their child care centers or kindergartens. The results indicated a significant correlation among the variables. Although mothers' parenting efficacy had relatively higher effects upon their children's emotional regulation than their fathers' involvement, the effect of a fathers' involvement was still significant. In particular, the fathers' involvement in leisure activities moderated the effects of the mothers' parenting efficacy on children's emotional comprehension and regulation(one of the sub-factors of emotional regulation).

The Relationship among Child's Language Ability, Emotional Regulation and Peer Victimization: The Moderating and Mediating Role of Teacher-Child Conflict Relationship (유아의 언어능력, 정서조절이 또래괴롭힘 피해에 미치는 영향: 교사-유아 갈등 관계의 조절 및 매개 효과)

  • LEE, Won-Mi;KWON, Yeon-Hee
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.5
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    • pp.1252-1264
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    • 2015
  • This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

Effects of Mother's Emotional Child Abuse and Neglect and of Child's Capacity for Self-Regulation on Child's Depressive Tendencies(DT) (어머니의 정서적 확대와 방임 및 아동의 자기조절능력이 아동의 우울성향에 미치는 영향)

  • Jo, Ok Ja;Hyun, On-Kang
    • Korean Journal of Child Studies
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    • v.26 no.3
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    • pp.141-161
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    • 2005
  • The 612 4th- and 6th-grade subjects completed a self-administered questionnaire. Data were analyzed by t-test one- and two-way ANOVA, Pearson's r, and multiple regression analysis. Perceived mother's emotional abuse and neglect predicted child's depressive tendencies(DT). Abusive mothers were hostile and showed lack of concern for children's safety. Male children reported more neglect by mothers than female children. Younger mothers were more abusive. Higher maternal education was negatively related to neglect and positively related to lower DT. Mother's having a job was positively related to neglect. Mother's emotional abuse and neglect was the greatest predictor of child's self-regulation; children who experienced more emotional abuse had lower self-regulation capacity and higher DT. Self-regulation of male children was positively while that of female children was negatively correlated with age.

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The Effect of Maternal Attitude Toward Child's Emotional Expressiveness, Young Child's Attachment Stability, and Emotional Regulation Ability on Young Child's Problematic Behaviors (어머니의 정서표현수용태도 및 유아의 애착안정성과 정서조절능력이 문제행동에 미치는 영향)

  • Seo, Seon Ok;Shim, Mi Kyung
    • Korean Journal of Child Studies
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    • v.37 no.4
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    • pp.1-15
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    • 2016
  • Objective: The purpose of this study was to explore the influences of maternal attitude toward child emotional expressiveness, young child attachment stability, and emotion regulation ability on problematic behaviors. The participants of this study consisted of 279 children (age 5), and their mothers, and 48 teachers. Methods: The data was analyzed by means of t -test, Pearson correlation, confirmatory factor analysis, and SEM analyses. Results and Conclusion: The major findings were as follows. First, higher maternal attitude toward child emotional expressiveness was associated with better child attachment stability. Second, higher child attachment stability was associated with better child emotion regulation at home and lower problematic behavior. Third, higher child emotion regulation at home and in the classroom was associated with lower problematic behavior. Fourth, maternal attitudes toward child emotional expressiveness directly impacted levels of problematic behavior. Fifth, child emotional regulation fully mediated the effect of attachment stability on problematic behavior.

The Effects of Individual Characteristics and Teacher-Child Conflictual Relationships on Young Children's Aggression (유아의 개인내적요인과 교사-유아 갈등 관계가 유아의 공격성에 미치는 영향)

  • Lee, Kyung Nim
    • Human Ecology Research
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    • v.52 no.3
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    • pp.229-241
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    • 2014
  • This study examined the effects of young children's effortful control and emotional regulation, teacher-child conflictual relationships on young children's overt and relational aggression. The subjects of this study were 372, 3-5 years old children and their teachers. Young children's aggression, effortful control, emotional regulation, and teacher-child relationships were assessed by a teacher's report. The collected data were analyzed by t -test, Pearson correlations, and pathway analysis. The results were as follows: first, the boys' overt aggression was found to be greater than that of the girls,' while, there was no difference in relational aggression between boys and girls. Second, the boys' and girls' effortful control was found to affect the young children's overt and relational aggression indirectly through emotional regulation, and teacher-child conflictual relationships. For the girls, effortful control was found to affect overt aggression directly. Third, teacher-child conflictual relationships and emotional regulation were found to affect boys' and girls' overt and relational aggression directly and to mediate between boys' and girls' effortful control and overt and relational aggression. Further, for girls, emotional regulation was found to mediate between teacher-child conflictual relationships and overt and relational aggression. Additionally, effortful control was found to be the most important variable predicting boys' and girls' overt aggression, while a teacher-child conflictual relationship was the most important variable for boys' and girls' relational aggression.

The Effects of Maternal Attitude Toward Child's Emotional Expressiveness and Maternal Emotional Expressiveness on Preschoolers' Emotional Regulation Strategies (어머니의 정서표현 수용태도와 정서 표현성이 유아의 정서조절전략에 미치는 영향)

  • Seo, Hyelin;Lee, Young
    • Korean Journal of Child Studies
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    • v.29 no.2
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    • pp.33-56
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    • 2008
  • This study examined effects on children's emotional expressiveness and regulation strategies or maternal attitudes and emotional expressiveness. Participants were 180 children(88 girls) age 3-5, their mothers, and 20 teachers. Results showed boys used more aggressive and girls used more positive coping strategies. Younger children used more aggressive and non-expressive strategies. When mothers had more Permissive and Accepting attitudes, children used more positive coping strategies. When mothers had more Restrictive or Controlling attitudes, children used more aggressive strategies. When mothers expressed positive emotions, children used fewer aggressive and venting strategies. When mothers expressed negative emotions, children used more aggressive and fewer positive coping and non-expressive strategies. Negative maternal emotional expressiveness was an especially influential factor on children's emotional regulation strategies.

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Effects of Behavioral and Emotional Regulation on Preschool Children's Peer Play Behavior: Focusing on Gender Differences (유아의 행동규제 및 정서규제 능력이 또래 놀이행동에 미치는 영향: 성별에 따른 차이를 중심으로)

  • Sung, Mi Young
    • Human Ecology Research
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    • v.52 no.5
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    • pp.541-549
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    • 2014
  • The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t -test, Pearson's partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children's behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children's play disconnection. Second, preschool children's emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children's emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys' play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

The effect of child, adolescent period's father-child relationship on interpersonal problems among married women : The mediating role of impaired objective self and emotional regulation difficulties (어린 시절 부-자녀관계가 대인관계문제에 미치는 영향 : 대상적 자기손상과 정서조절곤란의 매개효과)

  • Lee, MunHee
    • Journal of Family Relations
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    • v.23 no.1
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    • pp.97-120
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    • 2018
  • Objectives: The purpose of this study is to examine the process of how a parent-child relationship affects an impaired objective self, emotional regulation difficulties, and, consequently, interpersonal problems. Methods: To carry out this study, a total of 467 married women were surveyed on their parent-child relationship, impaired objective self, and emotional regulation difficulties. The resulting data was interpreted using descriptive statistics analysis, correlation analysis, and structural equation models analysis. Results: First, the parent-child relationship shows negative correlations with an impaired objective self, emotional regulation difficulties, and interpersonal problems. In addition, an impaired objective self, emotional regulation difficulties, and interpersonal problems show positive correlations with one another. Second, an impaired objective self and emotional regulation difficulties mediate the parent-child relationship and intrapersonal problems consecutively. Conclusions: This indicates that efforts to mitigate an impaired objective self and to intervene in difficulties in emotional regulation can help address intrapersonal difficulties. Finally, this paper examines how this study affects the ongoing discussion on this matter and its implications for future studies.