• 한국보육지원학회지
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• 제8권5호
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• pp.179-202
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• 2012

본 연구는 유아의 마음이론, 사회적 능력, 그리고 정서지능 간의 관련성을 살펴보았다. 만 5세 유아 남녀 각각 38명 씩, 총 76명을 대상으로 내용교체과제, 위치이동과제, 그리고 틀린 믿음과 제로 마음이론을 측정하였으며, 그들의 교사들에게 이들의 사회적 능력과 정서지능을 측정하도록 하였다. SPSS 18을 사용하여, 성별 차이를 보기 위해서는 t 검증을 사용하였으며, 유아의 마음이론, 사회적 능력, 정서지능 간의 관계를 알아보기 위해 피어슨 적률상관관계분석을 실시하였다. 유아의 사회적 능력에 영향을 주는 성차, 마음이론, 정서 지능의 상대적 영향력을 살펴보기 위해 위계적 회귀분석을 사용하였다. 연구 결과는 다음과 같다. 우선, 성별에 따라 마음이론 전체점수와 위치이동과제에서 차이가 나타났고, 사회적 능력의 전체점수와 협조성, 참여성, 순응성, 지도성에서 차이가 났고, 정서지능의 자기조절, 타인인식, 타인조절에서 차이가 났다. 또한 마음이론 전체 점수와 사회적 능력은 전반적으로 관련이 있었으나, 참여성과 순응성에서는 관련이 없는 것으로 나타났다. 마음이론 전체 점수와 정서지능은 전반적으로 관련이 있었고, 사회적 능력과 정서지능도 관련이 있는 것으로 나타났다. 유아들의 사회적 능력에 영향을 주는 상대적인 영향력을 살펴보았을 때, 타인조절 능력이 사회적 능력에 가장 영향력을 미쳤다.

• 한국산학기술학회논문지
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• 제14권6호
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• pp.2645-2652
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• 2013

본 연구의 목적은 아버지의 자아존중감과 양육태도가 유아의 자아존중감 및 정서지능에 미치는 영향을 알아보는 것이다. 이를 위해, J시에 위치한 2곳의 유치원에서 만 3, 4, 5세 유아 각 40명씩 총 120명과 그 아버지를 대상으로 연구를 실시하였다. 연구결과는 첫째, 유아의 자아존중감은 아버지가 자아존중감이 높고 아버지의 애정적 자율적 양육태도를 보일 때 높은 것으로 나타났고, 거부적 양육태도를 보일 때 낮은 것으로 나타났다. 둘째, 아버지의 자율적 애정적 양육태도는 유아의 자아존중감에 영향을 미치는 것으로 나타났다. 셋째, 유아의 정서지능은 아버지의 자아존중감이 높고 아버지가 애정적 자율적 양육태도를 보일 때 높은 것으로 나타났고, 거부적 양육태도를 보일 때 낮은 것으로 나타났다. 넷째, 아버지의 자아존중감과 자율적 양육태도는 유아의 정서지능에 영향을 미치는 것으로 나타났다.

• 통합자연과학논문집
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• 제7권1호
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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).

• 아동학회지
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• 제29권3호
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• pp.223-238
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• 2008

The purpose of this research was to study the effects of children's temperament, social competence, emotional intelligence, morality and parent's child rearing attitudes on young children's internalizing and externalizing problem behavior. Subjects were l34 five-year-old children attending day-care centers and kindergartens in Seoul, Korea. Analysis of the relationships among these variables was by correlation and stepwise multiple regressions. There were statistically significant correlations among the variables of temperament, social competence and parents' child rearing attitudes and young children's behavior problems. Variables influencing young children's internalizing behavior problems were children's temperament and parents' child-rearing attitudes; variables influencing children's externalizing behavior problems were children's temperament, their social competence, and parents' child-rearing attitudes.

• 한국보육지원학회지
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• 제6권1호
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• pp.251-267
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• 2010

본 연구에서는 남아와 여아의 사회적 행동에 영향을 미치는 변인들을 구체적으로 파악함으로써 유아의 사회적 행동에 대한 기초자료를 제공하고자 한다. 이를 통해 사회적 행동에 대한 부모와 교사의 이해를 높이고, 유아의 사회적 행동을 증진시키기 위한 교육프로그램 개발에 도움을 주는데 의의가 있다. 본 연구는 유아교육기관에 재원중인 만 5세 유아 1000명과 그들의 어머니를 대상으로 하였으며, 유아의 사회적 행동, 기질과 정서지능, 어머니의 성격특성과 또래관계 관리전략이 설문도구로 사용되었다. 연구방법은 차이분석, 상관분석과 중다회귀분석을 통해 알아보았으며, 연구결과는 첫째, 여아가 남아보다 사회적 행동에서 더 긍정적이었으며, 둘째, 남아와 여아 모두 유아의 정서적 지능이 사회적 행동을 설명하는 가장 강력한 변인으로 나타났다. 추후 연구에서는 어머니 변인 외 아버지 변인과 관련하여 유아의 사회적 행동을 다각적으로 접근할 필요가 있겠다.

• 동서간호학연구지
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• 제23권1호
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• pp.26-32
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• 2017

Purpose: The study aimed to establish a theoretical basis for nursing intervention to improve the quality of life during early adult by identifying emotional intelligence, his or her parents' child rearing attitudes and self-identity and analyzing how the parents' child rearing attitudes and self-identity influence on emotional intelligence during that period. Method: Data were collected from August 20 2011 to September 30, 2011. Two hundred men and women who lived in the areas of Seoul and Gyeong-gi Province were recruited. A total of 189 questionnaires were used for final analysis. Collected data were analyzed through SPSS/WIN18.0. Result: The participants' emotional intelligence and self-identity proved to have positive relationship. The participants' emotional intelligence also had the positive relationship with their mothers' and fathers' child rearing attitudes. The research shows that the mother's child rearing attitude(${\beta}=.40$, p<.001), the father's child rearing(${\beta}=.10$, p<.001) and self-identity(${\beta}=.23$, p<.001) can determine emotional intelligence to a degree of 43.4% and the mother's attitude was the most influential. Conclusion: It is necessary that emotional intelligence should be enhanced referring to the two variables in nursing intervention. Furthermore, parents whose children are in childhood or adolescence need to be educated about the importance of the parents' child rearing attitudes.

• 아동학회지
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• 제36권2호
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• pp.145-166
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• 2015

The main purpose of this study was to examine the direct and indirect effects of maternal meta-emotion on preschoolers' emotional intelligence through mothers' emotion socialization. A total of 252 preschool-aged children and their mothers residing in the Seoul Metropolitan and Gyeonggi-do areas participated in this study. The mothers completed questionnaires regarding their meta-emotion, emotion socialization and preschoolers' emotional intelligence. The results of the study indicated that maternal meta-emotion did not have a direct effect on preschoolers' emotional intelligence. However, maternal meta-emotion did indeed have an indirect effect on preschoolers' emotional intelligence through emotion socialization styles. That is, mothers who had desirable beliefs about emotions provided supportive reactions to children's negative emotion expression and showed positive emotions more frequently in the family. In addition, the preschoolers of mothers who showed positive emotion socialization styles were reported to be more emotionally intelligent. The findings of this study suggest that maternal meta-emotion and emotion socialization are important in predicting preschoolers' emotional intelligence.

• 한국생활과학회지
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• 제15권5호
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• pp.703-718
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• 2006

This study was designed to examine the effects of the group game play therapy(GGPT) developed for enhancing emotional intelligence and self-esteem of institutionalized children. The participants were fifty-seven institutionalized children, residing in D city. Twenty-seven subjects were assigned to an experimental group in which the GGPT is practiced and thirty subjects were assigned to a control group in which a game play is practiced. Each group participated in a sixteen-session program twice a week during eight weeks. The data were analyzed by a SPSSWIN 10.0 program. ANCOVA and F-test were used to examine the effects of GGPT of the experimental group. The major results of this study were as follows. Firstly, the level of subject's emotional intelligence of the experimental group got higher than that of the control group. Secondly, the level of subject's self-esteem of the experimental group got higher than that of the control group.

• 아동학회지
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• 제27권3호
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• pp.225-240
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• 2006

This study examined the effects of mother's facilitative communication and child's emotional intelligence on social competence. Subjects were 474 students in the $5^{th}$ and $6^{th}$ grades of two elementary schools located in Seoul. Data were analyzed by the SAS statistics program. Findings were that mother's facilitative communication has an effect on child's social competence and on emotional intelligence. Higher perception of child's own emotional ability was associated with higher sociability, social participation and leadership. Increased perception of the emotional ability of others was associated with higher sociability, interpersonal adjustment, social participation, leadership, and popularity.

• Nutrition Research and Practice
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• 제8권1호
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• pp.112-119
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• 2014

There has recently been Increased interest in the emotional intelligence (EQ) of elementary school students, which is recognized as a more important value than IQ (intelligence quotient) for predict of their success in school or later life. However, there are few sensory education programs, available to improve the EQ of elementary school student's in Korea. This study was conducted to develop an educational program that reflects the characteristics and contents of traditional rice culture and verify the effects of those programs on the EQ of children. The program was developed based on the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model and participants were elementary school students in $3^{rd}$ and $4^{th}$ grade (n = 120) in Cheonan, Korea. Descriptive statistics and paired t-tests were used. EQ scores pertaining to the basic sense group, culture group, and food group were significantly improved after the sensory educational program(P < 0.05), but no change was observed in the control group. These findings indicate that sensory education contributed to improving elementary school children's Emotional Intelligence (EI) and their actual understanding about Korean traditional rice culture.