• Korean Journal of Child Studies
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• v.28 no.6
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• pp.155-168
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• 2007

Subjects were 134 institutionalized children(86 boys, 48 girls) and 218 non-institutionalized children(115 boys, 103 girls). Findings were that (1) institutionalized children showed lower internal locus of control than non-institutionalized children. (2) Institutionalized children with internal locus of control showed active coping behavior. Non-institutionalized children with internal locus of control showed active and social support seeking coping behavior, and non-institutional children with external locus of control showed aggressive coping behavior. (3) Regression analysis models showed that institutionalized girls were more depressed than boys; depressed institutionalized children were oriented to external locus of control and passive coping behavior. Depressed non-institutionalized children were oriented to external locus of control and passive, evasive coping behavior and showed lower active and social support seeking behavior.

• Journal of Families and Better Life
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• v.21 no.6
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• pp.15-26
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• 2003

This study compared institutionalized children with at home children regarding characteristics of emotional intelligence and self-esteem, and the relationship between the two. The participants of this study were 62 institutionalized children and 98 children reared at home, residing in an undisclosed city. Major findings of this study were as follows. First, the institutionalized children had a lower level of self-esteem and emotional intelligence than children at home. Second, the relationship between self-esteem and emotional intelligence was significantly different between institutionalized and at-home children. Third, in case of institutionalized children, ‘other-regulation and self-expression’ among the emotional intelligence factors was the strongest predictor of ‘scholastic competence’ among self-esteem factors. In contrast, for the at-home children, ‘other-regulation and self-expression’ among the emotional intelligence factors was the strongest predictor of ‘social acceptance’ among self-esteem factors.

• Journal of the Korean Home Economics Association
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• v.41 no.5
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• pp.41-58
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• 2003

The purpose of this study is to develop and evaluate a social competence enrichment program for institutionalized children in early childhood. The program was developed to enhance institutionalized children's social competence. The program consists of sixteen 30-minute sessions. 19 institutionalized children (11 boys and 8 girls) participated in this program. The effect of this program was evaluated by institutionalized preschool children's emotional knowledge and interpersonal problem solving strategy. Assessment of emotional knowledge consists of identification and situation task. Interpersonal problem solving strategy includes forceful, prosocial, and manipulative strategy. Results showed that there was a significant experimental effect for emotional knowledge. Experimental children showed higher scores of emotional knowledge than control children. Also, there was a significant experimental effect for prosocial and forceful strategy. Experimental children showed higher ratio of prosocial strategy and lower ratio of forceful strategy than control children. The results of program evaluation revealed that this program was helpful for promoting institutionalized children's social competence.

• Korean Journal of Child Studies
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• v.24 no.1
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• pp.33-45
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• 2003

The subjects of this comparison of institutionalized and home-reared preschool children's emotional knowledge and interpersonal problem solving strategies were 38 institutionalized (23 boys and 15 girls) and 39 home-reared (15 boys and 24 girls) preschool children. Assessment of emotional knowledge consisted of identification tasks and situation tasks. Interpersonal problem solving included forceful, prosocial, and manipulative strategies. Results showed that institutionalized children were lower than home-reared children in emotional knowledge; that is, they had lower scores than home-reared children in situation task. Institutionalized children used more forceful strategies than home-reared children, and home-reared children used more prosocial strategies than institutionalized children. Emotional knowledge was positively related to their prosocial strategies and negatively related to forceful strategies.

• Korean Journal of Human Ecology
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• v.13 no.2
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• pp.237-250
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• 2004

This study explored the effects of emotional intelligence and sense of humor in institutionalized and at-home children on their aggressive behavior by using a path model. The participants in this study were 62 institutionalized children and 98 children reared at home, residing in an undisclosed city. The institutionalized children had a lower level of emotional intelligence and sense of humor than children at home. Also, the institutionalized children had a higher level of aggressive behavior than at-home children. Effects of emotional intelligence and sense of humor on the aggressive behavior were significantly different between institutionalized and at-home children.

• Korean Journal of Child Studies
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• v.23 no.4
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• pp.119-136
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• 2002

This study examined teacher's perceptions of the psychosocial adjustment and problem behaviors of institutionalized children compared with home reared children. Data were collected from the teachers of institutionalized children in elementary and secondary schools. The majority of institutionalized children were regarded as not very much different from home reared children. Still, findings from this study lead to conclusions that institutionalization is likely to elevate children's risk for adjustment problems such as social withdrawal, peer violence, and academic failure. Findings that the ratio of institutionalized children attending school decreased with age lead to speculation that failure in psychosocial adjustment may lead to to dropping out of school. Finally, a practical framework for the optimal development of institutionalized children is provided, with emphasis on school-community based interventions.

• Journal of the Korean Home Economics Association
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• v.40 no.2
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• pp.57-66
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• 2002

This study investigated institutionalized children's behavior problems depending on their cognitive abilities. Subjects were 185 institutionalized children in 15 child-welfare facilities in Seoul (132 preschooler and 153 primary schoolers; 106 boys and 79 girls). Institutionalized children's cognitive abilities were measured using the Comprehension and Picture Completion Assessment, two subsets of K-WPPSI (Park et al., 1996) Comprehension and Picture Completion Assessment belong to verbal and performance scale, respectively. Measures of behavior problems included anxiety, immaturity, social withdrawal, physical symptom, hyperactivity, and aggression. Data were analyzed with mean, standard deviation, and t-test. Results showed that institutionalized children had higher scores in Picture Completion Assessment than Comprehension Assessment. Furthermore, institutionalized children with low scores in Comprehension Assessment were higher in anxiety and social withdrawal than children with high scores in Comprehension Assessment.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.43-57
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• 2009

This study examined relationships between caregivers' attachment, young children's emotion regulation, and aggression. Subjects were 110 institutionalized and 105 home-reared children (M=3.8 and 4.2 years, respectively). Data were collected from children's caregivers via questionnaires and analyzed by ANOVA, correlations, and hierarchical regressions. Results showed that (1) caregivers' attachment and the emotion regulation and aggression of institutionalized children were significantly different from those of home-reared children; (2) caregiver's attachment was positively related to emotion regulation for both institutionalized and home-reared children; (3) for institutional children, negative relationships between attachment and aggression was found for girls; negative relationships between emotion regulation and aggression was found for boys. These findings underscore negative effects of institutionalized care on children's socio-emotional behaviors.

• Journal of the Korean Home Economics Association
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• v.39 no.4
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• pp.79-89
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• 2001

This study investigated institutionalized children's behavior problems depending on their family networks. Subjects were 250 institutionalized children in 15 child-welfare facilities in Seoul(132 preschooler, 55 first and 63 second grade children; 144 boys and 106 girls). Data were analyzed with t-test, ANOVA, and Duncan test. Measures of behavior problems included internalizing (anxiety, immaturity, withdrawal, physical symptom) and externalizing behavior problems (hyperactivity, aggression). Results showed that institutionalized children having parents were higher in internalizing problems than children not having parents, while children living with siblings in the facilities were lower in externalizing problems than children living without siblings. Furthermore, institutionalized children having parents and living without siblings were higher in both internalizing and externalizing problems than children not having parents and living with siblings.

• Journal of the Korean Home Economics Association
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• v.39 no.1
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• pp.53-64
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• 2001

This study investigated early school adjustment of institutionalized and home-reared children. Subjects were 118 institutionalized (56 first and 62 second grade children; 66 boys and 52 girls) and 125 home-reared children (69 first and 56 second grade children; 65 boys and 60 girls) in Seoul. Data were analyzed with t-test and two-way ANOVA. Measures of school adjustment included relationships with leachers, relationships with peers, attitudes on school atmosphere, and observance of school regulation. Results showed that institutionalized children had lower scores than home-reared children in school adjustment, especially relationships with peer and observance of school regulation. For institutionalized children, there was a significant difference in attitudes on school atmosphere depending on grade. For home-reared children, there was a significant difference in school adjustment depending on sex.