• 아동학회지
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• 제21권3호
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• pp.133-142
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• 2000

This study investigated the extent to which negative emotions were portrayed, the ways in which children communicated about negative emotions, and to whom negative emotions were attributed during pretend play. The themes in which negative emotions were embedded were examined. Thirty 4- and 5-year-olds, each paired with a self-chosen peer, were observed and videotaped during a 20-minute play session. Observations presented the following conclusions: Anger and fear were the most frequently occurring negative emotions. Children communicated about negative feelings through emotion action labels and gesture. Children attributed a large proportion of their emotional portrayals to themselves and to play objects. Expression of affective themes embedded in pretend play included anger, fear, sadness, and pain.

• 한국생활과학회지
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• 제17권5호
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• pp.903-914
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• 2008

The objective of this research was to investigate whether emotional experience and change in depression and stress in the regional children center was affected by participating in the recreation program. For the objective of research, pre-post test control group design was carried on to 21 primary school pupils and middle school students who participated in the regional children center after school. Children's emotional experience, depression and stress that children experienced while they stayed in regional children center were measured. The experimental group showed low negative emotion and high positive emotion after participating the recreation program. It can be concluded that the recreation activity in the regional children center is effective in diminishing the children's depression and stress.

• 대한가정학회지
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• 제49권3호
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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.

• 한국생활과학회지
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• 제24권6호
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• pp.783-793
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• 2015

The purpose of this study was to investigate the effect of Parenting Attitude, Self-esteem, and Peer Attachment on Emotion Problem. The study is based on data from first wave of 'Korean Child Youth Panel Survey 2010(KCYPS)' and the subjects of this survey were 2,098 1st grade junior middle school students. To measure the variables, this study used such scales as the parenting attitude scale, self-esteem scale, and peer attachment scale and emotional problem scale. The data were analyzed using descriptive statistics, Pearson's correlation and structural equation modeling analysis. Results of structural equation modeling with data indicated that hypothesized structural equation model produced a good fit but, no direct effect between negative parenting attitude and peer attachment. The self-esteem have mediating effect between parenting attitude and peer attachment, emotion problem. The peer attachment have mediating effect between positive parenting attitude and emotion problem but, did not have mediating effect between negative parenting attitude and emotion problem. The implications for counseling and suggestions for future research are discussed.

• 아동학회지
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• 제31권6호
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• pp.15-34
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• 2010

The present study examines the sex differences in 5-year-old preschoolers' aggression according to the type of aggression (overt, relational) and the effect of components of social information processing (SIP : interpretation, goal clarification, response generation, response evaluation) and emotional factors (emotionality, emotional knowledge, emotion regulation) on their aggression. The subjects were 112 5-year-olds (56 boys, 56 girls) and their 11 teachers recruited from 9 day-care centers in Seoul and Kyung-Ki province. Each child's SIP and emotional knowledge were individually assessed with pictorial tasks and teachers reported on children's aggression, emotionality, and emotion regulation by questionnaires. Results indicated that there was a significant sex difference only in the preschoolers' overt aggression. Overtly aggressive response generation in SIP was the strongest predictor of preschoolers' overt aggression while anger of negative emotionality in emotional factors was the strongest predictor of preschoolers' relational aggression.

• 대한가정학회지
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• 제40권7호
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• pp.25-40
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• 2002

The purpose of this study was to examine the relationships between child's emotional intelligence and stress according to child's sex. The subjects for this study were 380 children of 5-6th grade selected from elementary schools in Busan. Kwak's questionnaires(1994) on child's emotional intelligence and Han, Mi-Hyun's questionnaires(1996) on child's stress were used. Statistical techniques such as Manoya, Pearson's correlation, canonical were used. The results were as follows : (1) According to sex, there were significant differences in child's emotional intelligence and stress. The girls showed higher emotional expression, emotional empathy, emotional control, and the friend-related stress than boys. The boys showed higher parent-related stress than girls. (2) There were significant negative correlations between child's emotional intelligence and stress. The children who got higher emotion intelligence perceived lower stress. (3) Among five dimensions of emotional intelligence for boy, the effective variable was emotional utilization. And among six dimensions of stress, the effective variables were home-environment stress and school-related stress. Among fine dimensions of emotional intelligence for girl, the effective variables were emotional expression and emotional recognition. And among six dimensions of stress, the effective variables were friend-related stress and parent-related stress.

• 대한가정학회지
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• 제44권11호
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• pp.23-34
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• 2006

The purpose of this study was to examine: (1) how mothers generally react to children's negative emotions; (2) whether there were relationships between children's temperament and mothers' reactions to children's negative emotions; (3) whether there were relationships between mothers' depression and parenting stress, and their reactions to children's negative emotions; (4) whether there were relationships between mothers' reactions to children's negative emotions and children's behavior problems; and (5) whether there were relationships between mothers' reactions to children's negative emotions and children's social competence. The subjects were 246 preschoolers and their mothers. It was found that emotion-focused socialization and problem-focused socialization were the most frequently used reactions by mothers to cope with children's negative emotions. Relationships between children's temperament and mothers' reactions to children's negative emotions, those between mothers' depression and parenting stress and their reactions to children's negative emotions, those between mothers' reactions to children's negative emotions and children's behavior problems, and those between mothers' reactions to children's negative emotions and children's social competency were all partially significant. Sex differences were found in some of the relationships found significant.

• 아동학회지
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• 제26권6호
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• pp.173-187
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• 2005

This study examined relations between infants' strategies for emotional regulation and maternal responsiveness. Fifty 24-month-olds were observed for six kinds of emotional regulation strategy during four negative emotion-eliciting tasks; their mothers were observed for five styles of maternal responsiveness during toy-centered free play. Infants used different strategies according to the kinds of negative emotioneliciting tasks; their strategies correlated with maternal responsive styles. In the anger-eliciting tasks, infants used "distraction" and "self soothing." In the fear-eliciting tasks, they used "avoidance" and "problem solving." Infants who received more negative feedback from their mothers used the "irritation" strategy. Infants who got received more positive feedback from their mother used the "getting reference" strategy.

• 대한가정학회지
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• 제45권8호
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• pp.61-75
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• 2007

This study investigated preschoolers' emotional knowledge, emotional reactions and parents' emotinal reactions to children's negative emotions according to their family income and sex. Subjects were 99 five-year-olds(46 low-income preschoolers, 53 middle-income preschoolers) recruited from three day-care centers and a kindergarten in Seoul and their parents. Each child was individually interviewed with pictorial tasks and parents reported on their own reactions by questionnaires. Results showed that low-income preschoolers were lower than middle-income preschoolers in emotional knowledge. Low-income preschoolers showed higher level of perceptions of the peer's anger in emotional reactions than middle-income preschoolers. Low-income mothers also were more likely than middle income mothers to show punitive reaction in parents' emotional reactions.

• 아동학회지
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• 제36권3호
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• pp.1-18
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• 2015

This study tested the relationship between mothers' beliefs about their children's emotions and the children's emotional regulation, using the mothers' positive and negative emotional expressiveness as mediators. The participants comprised 511 mothers with children whose ages ranged from 3 to 5 years, from 11 early childhood educational institutions located in Seoul and Gyeonggi Province. The survey data were analyzed using the SPSS 21.0, AMOS 21.0 and Mplus 6.12 programs. The main results were as follows. First, there were significant correlations among the three variables (i.e., mothers' beliefs about their children's emotions, the children's emotional regulation, and the mothers' emotional expressiveness). Second, both the mothers' beliefs about their children's emotions and the mothers' emotional expressiveness predicted in a significant manner the children's degree of emotional regulation. Third, the mediating effects of the mothers' emotional expressiveness were found to be significant. This indicated that the mothers' emotional expressiveness can be one means by which their children's emotional regulation can be increased, and this needs to be taken into account when designing educational and counseling programs.