• Journal of the Korean Home Economics Association
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• v.44 no.7 s.221
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• pp.99-111
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• 2006

This study was conducted to investigate children's emotional response, emotion regulation strategy, and emotion regulation effect (regulation effect of strategies), and to determine the relationships among emotion regulation strategy, emotion regulation effect and children's psychological well-being in anger, (ear, and disappointment situations. Emotion regulation strategy recomposed four strategies through factor analysis based on the children's direct answers to the question inquiring on the method used to regulate anger, fear, and disappointment. A total of 359 elementary school children in glades 5 or 6 selected one strategy use to regulate anger, fear, and disappointment. The effect of that selected strategy were estimated. Psychological well-being is evaluated by a questionnaire. The results of this study showed that most of elementary school children used the attention evocation strategy to regulate anger, fear, and disappointment, and this strategy was confirmed to be the most effective. Children's psychological well-being was associated with only emotion regulation effect in anger, fear, and disappointment situations.

• Journal of Integrative Natural Science
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• v.7 no.1
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• pp.50-56
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• 2014

To explore effects on each the emotional awareness, emotional expression, emotional empathy, and emotional regulation, of the sub-factors of the child's emotional intelligence, to mural preference, emotion cultivation, and community connection, the hierarchical multiple regression analyses are performed(as in Table 1, 2, and 3). As the results, we found the following facts. Children's mural preference, emotion cultivation, and community connection were expressed by the following equations in order, respectively. Mural Preference = $.170{\times}$[Emotional Awareness](t=2.118, $p=.036^*$) - $.025{\times}$[Emotional Expression](t=-.275, p=.783) + $.088{\times}$[Emotional Empathy](t=.938, p=.350) + $.139{\times}$[Emotional Regulation] (t=1.529, p=.128). Mural Emotion Cultivation = $-.021{\times}$[Emotional Awareness](t=-.294, p=.769) - $.205{\times}$[Emotional Expression](t=-2.573, $p=.011^*$) + $.265{\times}$[Emotional Empathy](t=3.156, $p=.002^*$) + $.192{\times}$[Emotional Regulation](t=2.361, $p=.019^*$). Mural Community Connection = $-.001{\times}$[Emotional Awareness](t=-.007, p=.995) - $.132{\times}$[Emotional Expression](t=-1.478, p=.141) + $.172{\times}$[Emotional Empathy](t=1.732, $p=.027^*$) + $.098{\times}$[Emotional Regulation](t=1.072, p=.285).

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.115-125
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• 2008

This longitudinal study tested the role of adolescents' emotional regulation and self-esteem as mediators of the associations between parenting behaviors and adolescent's internalizing problems one year later in a sample of 125 adolescents aged 16 to 17 years growing up in single parent families. Structural equation modeling was used for analyses of research questions. Results indicated that time 1 parenting behaviors were not associated with time 2 adolescents' internalizing problems directly, but that time 1 and time 2 self-esteem mediated the associations between time 1 parenting behaviors and time 2 adolescents' internalizing problems.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.171-189
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• 2004

Children develop emotional intelligence during the early years of life, and according to experts, emotional intelligence(EI) is a more reliable predictor of academic achievement than IQ. However, nowadays children appear to be low on emotional well-being. This has potentially negative consequences, not only for academic achievement but also for personal relationships. The purpose of this study was to develop emotional education program for young children(EEPYC). In this study, EI is defined to carry out reasoning in regard to emotions and to use emotion for enhancement of thought. Designed to facilitate development of young children's EI. EEPYC is based on the four branch model, which is mental EI model and based on the guiding principle of Collaborative to Advance Social and Emotional Learning. The subgroups(curricular) that compose EEPYC are Emotional Perception, appraisal, and expression, Self-recognition program, Self-esteem program, Emotional Stress Regulation, Emotional problem solving & conflict resolution. EEPYC has the potential of fostering emotional intelligence. Moreover, EEPYC can promote a motivation, prosocial activity, and regulation of stress. This helps young children to develope cognition and emotion in harmonious fashion.

• Journal of the Korean Home Economics Association
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• v.49 no.3
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• pp.11-21
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• 2011

The purposes of this study were to explore the gender differences in children's behavior problems, emotional regulation and social support, and to investigate differences between boys and girls in the interrelationships between these kinds of variables. The participants were 189 children in 4 to 6 grades and their teachers from one elementary school in Seoul. The data were analyzed using descriptive statistics, t-test, Pearson's correlation, and multiple regression. The results were as follows: (1) There were statistically significant gender differences in the children's behavior problems, emotional regulation and social support. (2) Children's negative emotion explained boys and girls acting out problems and learning problems. Children's positive emotion regulation explained boys' and girls' shy-anxious and learning problems. Boys, who perceived less support from parents, displayed more acting out behavior, boys who perceived less supports from friends showed more shy-anxious behavior, and boys who perceived less supports from teachers exhibited more learning problems.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.117-128
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• 2019

Objective: The purpose of this study is to investigate the effect of mother's acceptance parenting attitude and optimism on children's self-regulation including cognitive, emotional, and behavioral regulation. Methods: The subjects were 361 3, 4, 5 - year - old children and their mothers who attended to the early childhood education institutions. One-way ANOVA was conducted to find out age differences in self-regulation. The regression analysis were conducted to find out whether the mother's optimism could predict their children's self-regulation. The stepwise regression analysis were conducted to find out whether the mother's acceptance parenting attitude could predict their children's self-regulation. Results: As for the self-regulation, there were significant age differences in the cognitve regulation and the behavioral regulation, but not in the emotional regulation. It implies that the abilities of cognitive and behavioral regulation increase as the age level goes up. As for the relations between mother's optimism and their children's self-regulation, only the permanence factor of the mother's optimism predicted children's cognitive, emotional, and behavioral regulation. As for the relations between mother's acceptance parenting attitude and their children's self-regulation, two components of mother's acceptance parenting attitude (unconditionally love & right) could predict children's cognitive, emotional, and behavioral regulation. The component of unique could predict the cognitive and emotional regulation. Conclusion/Implications: These results suggest that mother's optimism and acceptance parenting attitude positively affect on the development of self-regulation ability in children.

• Korean Journal of Child Studies
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• v.34 no.2
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• pp.83-99
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• 2013

The premise underpinning this research is that cognitive evaluation is the starting point of children's emotional experience. It then went on to investigate how parents' person-oriented guidance affects children's emotional intelligence. Additionally, children's ego-resilience was analyzed as a variable that affects children's emotional intelligence and as a mediator between parents' person-oriented guidance and children's emotional intelligence. A purposive sampling was conducted in 4 elementary schools in metropolitan areas and made use of 466 students in 4th and 5th grade as research subjects. The results are summarized as follows：firstly, the more frequently parents used person-oriented guidance, the more children exhibited higher levels of ego-resilience and emotional intelligence. Secondly, vitality, peer relations, optimism, curiosity, emotional regulation, maternal person-oriented guidance were found to affect emotional intelligence in the order of relative significance of that influence. Thirdly, children's ego-resilience was found to intermediate parents' person-oriented guidance and children's emotional intelligence. In conclusion, individual children's evaluations of parental verbal stimuli was found to influence children's emotional intelligence, especially more significantly through the mediation of children's ego-resilience.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.1-15
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• 2005

The purposes of this study were to assess children's emotional competence, to examine whether there was a difference in children's emotional competence according to their gender, and to investigate the relationship between children's emotional competence and their play behavior. The subjects of this study were 104 four-year-old children(56 boys, 48 girls). Collected data were analyzed by frequency, percentage, means, standard deviation and Pearson's correlation. The results were as follows : First, there was meaningful correlation among the emotional competence measured by teacher, the understanding and expression of emotion and the emotional regulation measured by mother. Second, there was difference in children's emotional competence according to gender. Specifically, girls showed better competence in the socio-behavioral emotional competence and the understanding and expression of emotion than boys. Third, the dramatic play and the group play had some meaningful correlation with the emotional competence measured by teacher and the understanding and expression of emotion measured by mother.

• Korean Journal of Human Ecology
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• v.23 no.4
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• pp.599-611
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• 2014

The purposes of this study were (1) to explore the gender differences in children's overt aggression and relational aggression and (2) to investigate the effects of preschool children's gender, temperament, emotional regulation, and maternal parenting stress on overt aggression and relational aggression. The participants were 173 preschool children and their mothers from three day care center and two kindergarten in Seoul and Gyeong-gi province. The data were analyzed using descriptive statistics, t-test, correlations, and multiple regressions. The results were as follows: (1) There was statistically significant gender difference in preschool children's overt aggression, but there was statistically no significant gender difference in preschool children's relational aggression. Boys displayed more overt aggression than girls. (2) Preschool children's emotional regulation and activity explained children's overt aggression and relational aggression. When preschool children expressed more emotional regulation, they showed less overt aggression and relational aggression. Preschool children, who perceived having more activity from mothers, diaplayed more overt aggression and relational aggression. Gender was found to affect preschool children's overt aggression.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.65-78
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• 2002

This study investigated causality in children's emotional intelligence and sociodemographic variables, including family structure, number of siblings, home environment and peer group variables. Subjects were 301 elementary and junior high 11-and 13-year-olds and their mothers. Instruments were questionnaires from the Children's Emotional Intelligence Scale. Data analysis was by Pearson's r, Cronbach's ${\alpha}$, multiple regression and path analysis. Results showed that the variables that affected emotional recognition directly were age, sex, mother's education, economic status of the home, number of siblings, and emotional support of peers. Variables that affected emotion regulation directly were sex, economic status of the home, emotional support of peers, and common activity. Variables that affected emotional facilitation of thinking directly were age, sex, emotional support of peers, and common activity.