• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.257-270
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• 2010

This study investigated preschoolers' happiness, behavior problems, and interpersonal problem solving strategies according to their sex and age, and the relationships among them. The subjects were 185 preschoolers (97 boys and 88 girls; 83 four-year-olds and 102 five-year-olds). Results showed that boys were higher in behavior problems (aggression) and forceful problem solving strategies than girls, while girls were higher in happiness (characteristics of self) than boys. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Children's happiness was negatively related to their internalizing and externalizing behavior problems. Behavior problems and interpersonal problem solving strategies of children were influenced by their happiness. These findings provide preliminary evidence that children's happiness may predict their behavior problems and interpersonal problem solving strategies.

• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.59-68
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• 2006

This study investigated preschoolers' emotionality, emotional knowledge, event knowledge, and interpersonal problem solving strategies according to their sex and age, and the relationships among them. Subjects were 116 preschoolers (73 boys and 43 girls; 68 four- and 48 five-year-olds). Results showed that girls were higher in negative emotionality (sadness) than boys. Also, 5-year-old children were higher in emotional knowledge, event knowledge, and forceful problem solving strategies than 4-year-olds. Furthermore, children's event knowledge was positively related to their relevant problem solving strategies, while children's event knowledge was negatively related to their forceful problem solving strategies. These findings provide a preliminary evidence that children's event knowledge may predict their interpersonal problem solving strategies.

• Korean Journal of Child Studies
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• v.14 no.1
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• pp.77-89
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• 1993

The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

• Korean Journal of Child Studies
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• v.24 no.3
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• pp.27-44
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• 2003

This study examined effects of children's emotionality, interpersonal problem solving strategies, and maternal behaviors during mother-child interaction on children's social competence as rated by teachers. Data were analyzed separately for boys and girls. A total of 102 children(60 boys, 42 girls; aged 5-6) and their mothers were studied. Children's positive and negative emotionality were related to their social competence. Positive solving strategies were positively related to boy's social competence; negative solving strategies had negative to both boy's and girl's social competence. Mother's negative affect related negatively to boy's social competence and mother's sensitivity/guidance related positively to girl's social competence. When children's emotionality and interpersonal problem solving strategies were controlled, maternal behaviors during mother-child interaction did not contribute to children's social competence.

• Korean Journal of Child Studies
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• v.12 no.1
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• pp.52-67
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• 1991

The purpose of the present study was to investigate children's interpersonal problem solving strategies. Specifically, the number and categories of interpersonal problem solving strategies were examined by age, sex, and source of problem (friends or mother). The subjects were eighty 4,-and 6-year-old boys and girls. The instrument was based on Shure and Spivack's (1974) Preschool Interpersonal Problem Solving (PIPS) test. The test was administered to the children individually in the preschool setting. The data were analyzed by two-way ANOVA, frequency, percentage, and Kendall's Tau. The results showed that the older children had higher PIPS scores; that is, the 6-year-olds suggested more alternative problem solving strategies than 4-year-olds. Children suggested more alternate strategies and different strategies for solving problems with friends compared to solving problems with mothers.

• Korean Journal of Human Ecology
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• v.16 no.2
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• pp.227-235
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• 2007

This study investigated 4- and 5-year-olds' social knowledge and interpersonal problem solving strategies according to their sex, age, and hypothetical situation, and the relationships among them. Subjects were 116 preschoolers (73 boys and 43 girls; 68 four and 48 five-year-olds). Results showed that preschoolers had the higher scores of freindliness in potential entry situations than in support situations. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Furthermore, children's social knowledge assertiveness scores were positively related to their relevant problem solving strategies in conflict situations, while children's social knowledge friendliness scores were negatively related to their forceful problem solving strategies in conflict and potential entry situations.

• 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 Child Studies
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• v.25 no.2
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• pp.1-18
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• 2004

This study examined the relation between children's interpersonal problem solving strategies and their temperament. Two hundred and fifty nine children of the 3rd and the 5th grades were chosen from 3 elementary schools as the subjects. Data from two hundreds and six children were analysed. Alternative problem solving strategies as one of children's interpersonal problem solving strategies and their temperament were analysed according to their grade, sex, and the target persons. Children showed age and sex differences in using strategies; the 3rd graders used more solutions than the 5th graders in affirmative strategies and the girls used more solutions than the boys in affirmative strategies, but showed no differences in using negative strategies. In temperament, the 3rd graders were higher in Persistence than the 5th graders, the boys were higher in activity and the girls were higher in mood. Temperament of the children had relations with their using alternative problem solving strategies when the target persons were peers or teachers but not mothers. Persistence and mood, which are the subcategories of temperament had relations with affirmative strategies for the 3rd graders.

• Korean Journal of Child Studies
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• v.14 no.2
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• pp.49-63
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• 1993

The purpose of this study was to investigate the effects of problem solving interaction through puppetry on interpersonal problem solving thinking. The subjects were 60 children, ranging in age from 69 to 72 months. All subjects were randomly assigned to one of three experimental groups: the control group with no treatment, the puppetry group, the puppetry problem solving interaction group. The treatment covered 4 weeks. The instrument was based on Shure and Spivack's(1974) Preschool Interpersonal Problem Solving (PIPS) test. The data were analyzed with paired t-test, one-way ANOVA, Tukey test, percentage, and Kendall's ${\tau}$. There were significant differences among the three groups in the frequency of solving interpersonal problems. The problem solving interaction with puppetry group was the most effective on Interpersonal Cognitive Problem Solving Strategies. These results showed that problem solving interaction with puppetry is effective in cultivating young children's interpersonal problem solving thinking.

• Korean Journal of Child Studies
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• v.13 no.2
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• pp.83-97
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• 1992

The purpose of the present study was to investigate the relationship between social cognition (interpersonal problem-solving ability) and social competence. Subjects were 142 male and 148 female fifth graders randomly selected from two elementary schools located in Seoul and their fathers. The children and fathers were administered the Means-Ends Interpersonal Problem-Solving (MEPS) test and the Social Competence Scales based on Choi's inventory(1992). The results indicated significant positive correlations between two subvariables (capability and leadership) of social competence and MEPS. Girls showed significantly higher MEPS scores than boys in the variables of overall problem solving, effective problem solving, and dependent strategy.