• Korean Journal of Human Ecology
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• v.18 no.6
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• pp.1209-1219
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• 2009

The purpose of this study examined the path model of maternal emotional expression, temperament and self-esteem on emotion regulation among children. The subjects were 487 5th and 6th graders. Data was gathered through questionnaires reported by children and their mothers and analyzed by structural equation modeling. The results showed that children's 'activity level' temperament and maternal negative emotional expression directly affected maladaptive emotion regulation. Children's 'emotionality' temperament and maternal positive emotional expression directly affected adaptive emotion regulation. Children's 'approach-flexibility' temperament and self-esteem directly affected both maladaptive and adaptive emotion regulation. Maternal emotional expression and children's self-esteem mediated between children's temperament and emotion regulation. Additionally, the most important variable predicting children's maladaptive emotion regulation was the children's 'activity level' temperament, and the most important variable for adaptive emotion regulation was the children's 'emotionality' temperament.

• Korean Journal of Child Studies
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• v.15 no.1
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• pp.109-125
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• 1994

The purpose of this study was to validate the IBQ scale (Infant Behavior Questionnaire; Rothbart, 1981). This study examined the validity, reliability and overall tendency of temperamental traits on the IBQ scale. The subjects were 453 mothers with 3-, 6-, 9-, 12-, 15- and 18-month-old infants (232 boys and 221 girls) living in Seoul and Chongju. The IBQ scale, was composed of 56 items (5-point Likert scales), was administered to mothers, using the interview method. Factor analysis revealed that a 6- factor solution was the best fit for the IBQ scale; positive emotionality, attention persistence, approach or withdrawal, negative emotionality, dis tractability and activity. Cronbach's ${\alpha}$ ranged from .61 to .79 for the subscales and .79 for the total scale. It was concluded that the IBQ scale in general is acceptable for use in Korea.

• Journal of Sasang Constitutional Medicine
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• v.24 no.2
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• pp.39-46
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• 2012

1. Objectives : The purpose of this study was to validate the Sasang Personality Questionnaire (SPQ) with Positive And Negative Affection Schedule(PANAS) for emotionality and Body Mass Index (BMI) for body constituents. 2. Methods : The SPQ along with Questionnaire for Sasang Constitution Classification (QSCC) II, PANAS, BMI was measured with 232 College students. The correlation coefficient was measured with Pearson correlation between SPQ and PANAS, BMI. The SPQ, PANAS, and BMI score of each Sasang constitution groups based on QSCCII were compared using analysis of variance and profile analysis. 3. Results : The SPQ score of each Sasang constitution groups was significantly (p<0.01) different. The SPQ showed significant correlation with PANAS Positive Affect (r=0.201, p=0.002), but not with the BMI (r=0.097, p=0.146). The SPQ-Emotionality scale, unlike other SPQ subscales, showed positive correlation with PANAS Negative Affection. 4. Conclusions : We performed the constructive validity of SPQ using PANAS and BMI. The SPQ would be useful for the study on psychophysiological mechanism of the Sasang constitutions.

• Journal of the Korean Home Economics Association
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• v.49 no.3
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• pp.79-86
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• 2011

The purpose of this study was to examine the relationships between temperament, social support and positive, as well as negative emotions of institutionalized children. The participants were 198 children aged from 10 to 13 years old. They were recruited from 20 childcare facilities in Seoul. Data were analyzed using Cronbach alphas, factor analyses, frequencies, percentiles, t-tests and hierarchical regression analyses. The major findings were as follows: 1) on average, girls showed higher emotionality in temperament compared to boys. Girls reported greater support of school teacher than boys. Boys experienced significantly higher positive emotions than girls, while girls reported significantly higher negative emotions than boys. 2) Positive emotions were influenced by the support of the institutionalized family as well as school teachers. Negative emotions were influenced by the support of the institutionalized family.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.355-370
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• 2004

This study was to examine the relationship between temperament and children's emotion regulation with negative emotion. Following are the purposes of this research. First, children's temperament and negative emotion, and emotion regulation was found based on children's sex and age difference. Second, if there is a relationship between children's temperament and children's negative emotion and emotion regulation. The subjects of this study were 213 students who were in 8, 10, 12 ages of elementary school in Mokpo. The scales used in this study was Buss & Plomin(1975)'s EAS(Emotionality, Activity, Sociability, Impulsivity) and Brand & Halpern(1998)'s ERACH(Emotion Response and Coping Interview). The data analysis was made by SPSS PC+, and average, two-way ANOVA, Scheffe test, correlation and were employed to test the research questions. As a result of this research a difference in age was found, and a difference in sex was not found. Children's temperament was in positive relation with anger and emotion approach. This research will assist to make the foundation of counseling psychology and developmental psychology.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.47-68
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• 2014

The purpose of this study was to investigate how children's temperament and relationships with teachers affect their peer interaction. For this purpose, two surveys were conducted on mothers and teachers of 326 four- and five-year-old children attending four kindergartens in Gyeonggi Province. The data were analyzed by using PASW 18.0 to carry out hierarchical regression and post hocanalyses. The results showed that closeness to teachers moderated the effects of children's emotionality on their positive peer interaction. On the other hand, children's temperaments including emotionality and activity, and their relationship with teachers were directly influential on their negative peer interaction; no interaction effect was found between their temperament and relationships with teachers. It was concluded that the quality of teacher-child relationships could promote children's positive peer interaction while it could also reduce their negative interaction with peers. However, the temperament of children played limited roles in their negative peer interaction.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.34 no.4
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• pp.268-274
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• 2023

Objectives: This study investigated whether the Minnesota Multiphasic Personality Inventory-Adolescent Restructured Form (MMPI-ARF) can differentiate between two groups of adolescents, one diagnosed with internalizing disorders and another with externalizing disorders, and examined the clinical utility of the MMPI-A-RF by examining which subscales can significantly discriminate between these two groups. Methods: A total of 105 adolescents aged 13-18 years completed the MMPI-A-RF (53 internalizing disorder and 52 externalizing disorder groups). Independent t-test, chi-square test (χ²), and discriminant analysis were used to examine whether MMPI-A-RF can distinguish between the two groups. Results: Sixteen MMPI-A-RF scales best predicted differences between the groups with internalizing and externalizing disorders. Fourteen scales (Higher-Order Scale [Emotional/Internalizing Dysfunction], Restructured Clinical [RC] Scale [RC demoralization, Somatic Complaints (RC1), and Low Positive Emotions (RC2)], Personality Psychopathology Five Scale [Introversion/Low Positive Emotionality-Revised, Negative Emotionality/Neuroticism-Revised], Somatic/Cognitive Scale [Malaise, Head Pain Complaints, and Gastrointestinal Complaints], Internalizing Scale [Stress/Worry, Self-Doubt], Externalizing Scale [Negative School Attitudes], Interpersonal Scale [Social Avoidance, Shyness]) were associated with the internalizing disorder group, whereas two scales (Externalizing Scale [Conduct Problems, Negative Peer Influence]) were associated with the externalizing disorder group. Conclusion: The MMPI-A-RF can be an efficient assessment tool for a quick diagnosis as it can classify individuals with internalizing and externalizing disorders in clinical settings that lack a variety of assessment tools for children and adolescents.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.1
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• pp.91-100
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• 2022

Purpose: This study aimed to identify the longitudinal effects of children's temperament on maternal depression. Methods: Data from a longitudinal cohort of the Panel Study of Korean Children (PSKC) from 2010 to 2012 were analyzed using hierarchical linear modeling. The survey included 1,721 mother-child dyads. The mothers reported on their children's temperament and on maternal depression. The children's temperament was measured by the Emotionality, Activity and Sociability-Temperament Survey for Children-Parental Ratings, while maternal depression was measured by the Kessler 6 Psychological Distress Scale. Results: The results showed that both children's temperament and maternal depression were relatively stable when the children were between the ages of 2 to 4. The mean maternal depression scores were 11.83 in 2010, 11.88 in 2011, and 11.75 in 2012. There were significant negative correlations between the maternal depression scores and children's ages, and sociability and activity subdomain scores ranged from r=-.05 to -.11 (p<.05). There was a significant positive correlation between children's emotionality subdomain scores and maternal depression scores (r=.35, p<.001). Children's temperament rament (emotionality: β=0.26, activity: β=-0.07, and sociability: β=-0.03) were significant factors in maternal depression. Conclusion: These findings indicate the need for the early assessment of and intervention for children's temperament and maternal depression. The results of this study will provide basic data for the development of nursing education programs related to early assessment and intervention to improve the health and quality of life of young children and mothers.

• Health Communication
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• v.13 no.2
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• pp.195-204
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• 2018

Background: Unlike traditional quantitative study, this qualitative study is designed to understand and explore the experiences of nursing students's communication in clinical nursing practicum. Methods: Participants were 15 nursing students from a university in Seoul who were selected by purposive sampling. They had been participated in clinical nursing practicum more than one semester. Data were collected through in-depth interviews and observation from May 29, 2017 to June 8, 2017. Collected data were analyzed by Colaizzi's phenomenological methodology. Results: As a result, 5 theme clusters were derived as follows: 1) the modeling of communication, 2) treatment as a student nurse, 3) respect as a nurse, 4) trauma after communication, and 5) sympathy in communication. This study identified the desire for nursing professionalism, psychological difficulties as negative emotionality, as well as positive emotionality of nursing students in clinical practicum. Conclusion: We should consider a nursing curriculum to prepare and improve the communication of nursing students before participating in clinical practicum. The concrete and systematic communication education would be useful for nursing students to participate clinical practicum effectively.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.79-96
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• 2015

The purpose of this study was to investigate the structural relationships between preschooler's temperament, externalizing behavior problems and mother's parenting competency. The 5th Panel Study of Korean Children by Korea Institute of Child Care and Education were analyzed in this study by using the structural model. The major findings are as follows, First, preschoolers' emotionality temperament were found to have a negative effect on mothers' parenting competency. Preschoolers' activity and sociability temperament had a positive influence on mothers' parenting competency. Second, preschoolers's emotionality temperament also had a direct impact on their externalizing problems behavior, otherwise preschoolers's activity and sociability temperament were unrelated to that. Third, mothers' parenting competency had a negative influence on preschoolers' externalizing problems behavior. Finally, mothers' parenting competency had mediating effects between preschoolers' temperament and their externalizing problems behavior. These findings suggest that parental education should be concerned about parenting competency based on the understanding of preschooler's temperament.