• 대한가정학회지
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• 제36권11호
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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.

• 한국보육지원학회지
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• 제9권4호
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• pp.31-53
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• 2013

본 연구는 유아의 친사회적 행동에 대한 유아의 기질, 정서조절 및 교사-유아 관계의 직 간접적인 영향을 남아와 여아를 구분하여 살펴보고자 하였다. 본 연구의 대상은 만 3, 4, 5세 유아 373명과 그들의 교사 32명이다. 수집된 자료는 t-test, Pearson's correlation, path analysis를 통하여 분석 되었다. 그 결과 유아의 친사회적 행동은 여아가 남아보다 더 많은 것으로 볼 수 있다. 유아의 친사회적 행동에 기질적 특성은 의미 있는 영향을 미치며 이 중 사회성은 성에 관계없이, 활동성은 여아의 경우에 직접적인 영향을 미침을 알 수 있다. 또한 유아의 친사회적 행동에 교사-유아 관계는 남아의 경우에 직접적인 영향을 미치며 사회성, 정서성, 활동성 기질과 친사회적 행동 간의 매개역할도 함을 알 수 있다. 이에 비해 여아의 경우 친사회적 행동에 교사-유아 관계는 정서조절을 매개로 하여 간접적인 영향만 미침을 알 수 있다. 그리고 유아의 친사회적 행동에 정서조절은 성에 관계없이 가장 중요한 선행요인이며 기질과 친사회적 행동 간에 또한 교사-유아 관계와 친사회적 행동 간에 매개 역할도 함을 알 수 있다.

• 아동학회지
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• 제38권1호
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• pp.251-262
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• 2017

Objective: This study analyzed mother-child interactions in a stressful situation each second by mother's emotional regulation level. Methods: The study was conducted with 16 mothers and their 5-year-old children playing a teaching task for 15 min. During the interactions, the participants were videotaped and examined. Furthermore, qualitative analysis was used for analyzing mother-child interactions in detail by creating a situation that maximizes the stress and frustration of the mother and child. Results: The results showed that maternal humor and affection were significantly related to child positive emotion and that maternal coaching closely correlated with the child pride, pleasure, and whining. Additionally, maternal intrusive behavior showed a positive correlation with child anger. Lastly, mothers with higher levels of emotional regulation more often expressed affection to their children. They were more actively involved in the tasks and used fewer positive or negative directive expressions. Therefore, children of this group expressed more positive emotions. Conclusion: These findings suggests that programs improving parental emotional reaction and emotion regulation should be developed.

• 아동학회지
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• 제36권2호
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• pp.167-182
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• 2015

This study created a structural model of the influence of paternal and maternal meta-emotion philosophy and children's emotion regulation in terms of their social competence and confirmed the nature of the relationship among the variables. For the purpose of this study, data was collected, targeting 363 children in the $5^{th}$ and $6^{th}$ elementary school grades from schools located in Seoul. The main results of this study were as follows: First, both paternal and maternal meta-emotion philosophy had an influence on children's emotion regulation and emotion dysregulation. Next, paternal and maternal meta-emotion philosophy did not appear to have a significant influence on children's social competence in a direct manner. The complete mediation effect of emotion regulation in regards to the influence of paternal and maternal meta-emotion philosophy upon children's social competence was confirmed. It was also found that parental meta-emotion philosophy had an influence upon children's social competence in an indirect manner through children's emotion regulation in the period of middle childhood.

• 아동학회지
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• 제26권1호
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• pp.1-14
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• 2005

The present study aims to examine the relations between emotion regulation, aggression and school adjustment of boys and girls. A total of 321 5th-6th grades students were selected for the study. The data was collected via questionnaires. As results, there were some significant differences between boys and girls in overt aggression and peer adjustment. It was also found that emotion regulation, aggression and school adjustment were significantly correlated. And school adjustment was influenced by emotion regulation as well as overt and relational aggressions. Finally, only for boys, the relations between children's emotion regulation and school adjustment were mediated by their aggression.

• 대한가정학회지
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• 제50권3호
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• pp.35-50
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• 2012

This study aims to investigate the effect of group home adolescents' emotion regulation and school adjustment. A survey was carried out on a total of 246 middle and high school students, who live in group homes. For data analysis, t-test, two-way ANOVA, Pearson's correlation analysis, multiple regression analysis, and reliability coefficients were carried out by using SPSS program(version 18.0). The findings of this study were as follows: First, there were significant differences in emotion regulation ability of group home adolescents, depending on the grade and gender. Second, there was an interaction by grade and gender in school adjustment of group home adolescents. Last, group home adolescents' gender, grade, and emotion regulation ability affected their school adjustment.

• 한국보육지원학회지
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• 제18권4호
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• pp.1-16
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• 2022

Objective: The purpose of this study is to test the psychometric properties of the Maternal Emotion Coaching Questionnaire (MECQ, Lim et al., 2018) in order to measure emotion coaching in mothers of preschoolers. Methods: A total of 316 preschoolers and their mothers participated in this study. Maternal emotion coaching was assessed by self-report and child emotion regulation ability was evaluated by the teacher. Data were analyzed with chi-square tests, reliability analysis, confirmatory factor analysis, latent profile analysis, and F-test. Results: Each item of the MECQ showed proper discriminative power. The MECQ and each subscale demonstrated adequate internal consistency and split-half reliability. Evidence of construct validity was provided by confirmatory factor analysis. The five-factor model including maternal attention, awareness, acceptance, empathy, and guidance showed a good fit. Results of the latent profile analysis revealed three profiles of emotion coaching: excellent, good, and poor. Preschoolers with mothers in the poor coaching profile showed significantly lower emotion regulation ability compared to those in the excellent or good coaching profiles, which suggested discriminative validity of the MECQ. Conclusion/Implications: The MECQ presents a reliable and valid tool to assess emotion coaching in mothers of preschool children and can thus be effectively used for mothers of preschoolers.

• 대한가정학회지
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• 제48권5호
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• pp.61-72
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• 2010

This study examined the effects of maternal parenting, children's self-esteem and emotion regulation strategy on emotion regulation. Data were collected from 493 5th and 6th graders. The results were as follows: Firstly, maternal authoritarian and permissive parenting directly affected children's maladaptive emotion regulation, while maternal affectionate and permissive parenting directly affected children's adaptive emotion regulation. Secondly, children's selfesteem directly affected both their maladaptive and adaptive emotion regulation, while also acting as a mediator between maternal parenting and children's maladaptive and adaptive emotion regulation. Children's cognitive reappraiser strategy positively affected adaptive emotion regulation, but emotion suppressive strategy negatively affected adaptive emotion regulation. These emotion regulation strategies played a mediating role between maternal parenting or children's self-esteem and adaptive emotion regulation.

• 아동학회지
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• 제37권2호
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• pp.57-77
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• 2016

Objective: This study examined the influences of general characteristics, temperament, social support, and emotional regulation on the positive psychological capital of adolescents. The data were collected from 672 middle school students living in Gwangju. Methods: Data were analyzed using Pearson correlation analyses and hierarchical regression analyses. Results: Temperament best explained positive psychological capital. In terms of individual factors, self-emotion regulation had the greatest effect on positive psychological capital, followed by friend support, persistence temperament, others emotion regulation, academic achievement, harm avoidance temperament, gender, and family support, in that order. Conclusion: The results for the effects of temperament, social support and emotion regulation on adolescent's positive psychological capital highlights the important roles played by the temperament, social support, and emotion regulation in improving an adolescent's positive psychological capital. The study contributes to the literature by proving fundamental insights into an adolescent's psychological strengths and higher quality of life.

• 대한가정학회지
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• 제44권6호
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• pp.87-102
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• 2006

The purpose of this study was to investigate the relation between male adolescent friendship jealousy and maladaptive emotion regulation strategies and aggression. The subjects were 204 middle school second graders. The main findings of the study were as follows, 1) There was a significant correlation between friendship jealousy and all emotion types. 2) The type of friendship jealousy was significantly different according to the maladaptive emotion regulation strategies. 3) The type of friendship jealousy was significantly different according to relational aggression. 4) The relational aggression was affected by blaming-others strategies.