• Korean Journal of Child Studies
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• v.31 no.2
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• pp.1-15
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• 2010

The purpose of this study was to analyze the teacher-child relationship as it is self-conceived by teachers in regards to children's peer-competence and self-regulation and to also examine how the teacher-child relationship affects peer-competence and self-regulation. 17 teachers were surveyed using the Student-Teacher Relationship Scale, Peer-Competence Scale and Self-Regulation Scale in regard to approximately 270 children (aged 4-5 years old). Our results indicated that the pro-sociality, sociality, and leadership qualities of child peer-competence correlated positively with the friendliness of teacher-child relationships but correlated negatively in cases of conflicts within the teacher-child relationship. The factors of self-appraisal, self-determination and behavior inhibition of child self-regulation were found to be positively related with the friendliness of teacher-child relation but related negatively with presence of the conflict within the teacher-child relationship. It was also found that sociable and self-determinative children tended to be on more friendly terms with teachers.

• Korean Journal of Child Studies
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• v.36 no.1
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• pp.163-185
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• 2015

This study examined the influences of general characteristics, maternal parenting behaviors and children's self-control ability on children's social competence. A total of 416 children in the fifth and sixth grades responded to questionnaires, which included items related to their social competence, their mothers' parenting behavior, as well as their own self-control ability. Data were analyzed by means of Pearson correlation analysis and the hierarchical regression analysis method. According to the results of the hierarchical multiple regression analysis, children's self-control ability best explained their social competence. In terms of individual factors, motivational self-control had the greatest effect on social competence, followed by cognitive self-regulation, behavioral self-regulation, economic level, gender and grades, in that order. The results for the effects of maternal parenting behaviors and children's self-control ability on children's social competence highlighted the important roles played by the mother and the child's self-control ability in improving the child's social competence. The study contributes to the literature by providing fundamental insights into children's higher quality of life.

• Journal of Korean Clinical Health Science
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• v.9 no.2
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• pp.1526-1534
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• 2021

Purpose. This study is a descriptive research study to confirm the nursing professionalism, self-leadership, and clinical competence of nursing students and to identify factors affecting clinical competence. Methods. This study conducted a structured-questionnaire survey with 179 nursing students to look into their nursing professionalism, self-leadership, and clinical competence. Results. According to the study result, nursing professionalism scored 3.79 on average out of 5points, self-leadership 3.79 on average, and clinical competence 3.75 on average. It was found that clinical competence had significantly positive correlations with nursing professionalism (r=.62, p<.001) and self-leadership (r=.57, p<.001). According to regression analysis, the factors affecting clinical competence were nursing professionalism(β=.437, p<.001), self-leadership(β=.350, p<.001) and explanatory power was 46.4%. Conclusions. Given the above results, in order to improve clinical competence of nursing students, nursing educational institutes need to find an educational plan which can contribute to increasing nursing professionalism and self-leadership.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.225-242
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• 2005

This study investigated the relations between children's self-perceived competence and friendship quality by grade, sex and father/mother attachment, and the relative importance of father/mother attachment and self-perceived competence on quality of children's friendships. There was a mean difference in self-perceived competence by grade and father/mother attachment. While both 3rd graders and 5th graders showed high levels of father/mother attachment and self-perceived competence, 5th graders showed higher self-perceived competence than 3rd graders. There was a mean difference in friendship quality by grade, sex and father/mother attachment : 5th graders showed higher friendship quality than the 3rd graders, and girls showed higher friendship quality then boys. In conclusion, children's friendship quality was influenced by father/mother attachment and social acceptance.

• Journal of the Korean Home Economics Association
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• v.45 no.7
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• pp.93-103
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• 2007

The purpose of the study was to examine the relationships between children's emotional regulation, perceived self-competence and behavior problem. The subjects were 357 elementary school students in Busan. The questionnaires on children's emotional regulation, perceived self-competence and behavior problem were used. The results were as follows: (1) According to sex, there were significant differences in children's emotional regulation scores(venting and support pursuit), and according to birth order, there were significant differences in children's perceived self-competence scores and behavior problem scores. (2) There were significant correlations between children's emotional regulation scores and behavior problem scores, and also there were significant correlations between children's perceived self-competence scores and behavior problem scores. (3) Children's perceived self-competence and emotional regulation explained children's anxiety behavior, withdrawal behavior, aggressive behavior, distracted behavior and regressive behavior.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.388-399
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• 2011

The purpose of this study was to analyze the relationship between leadership life skills, social competence and self-regulation ability of scientifically gifted and regular middle school students. The subjects for this study were 351 middle school students in Busan. The results of this study were as follows: First, scientifically gifted students had higher significant differences in leadership life skills, social competence and self-regulation ability than regular middle school students. Second, there were significant positive correlations between leadership life skills, social competence and self-regulation ability. Third, social competence and self-regulation ability affected leadership life skills. This suggests that social competence and self-regulation ability are important variables to develop and improve leadership life skills of gifted students.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.119-135
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• 2009

This study investigated how perceived social support, self-esteem and parenting attitudes of mothers relates to children's social competence and explored the mediating role of parenting attitudes in multicultural families. Participants were 67 immigrant women and their children aged 4-6. Instruments were the Social Support Scale (Park, 1985), Maternal Behavior Instrument (Lee, 1986), Self-Esteem Scale (Rosenberg, 1965) and Social Competence Scale (Doh & Falbo, 1994). Data were analyzed by Pearson's Correlation and Structural Equation Modeling (SEM). Results indicated that social support perceived by mothers related positively to their self-esteem and positive parenting, and to children's social competence. Mothers' self-esteem related positively to their positive parenting and to children's social competence. Maternal parenting behavior mediated the effects of social support and self-esteem on children's social competence.

• The Journal of Korean Society for School & Community Health Education
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• v.17 no.1
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• pp.1-10
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• 2016

Objectives: The purpose of this study was to identify factors affecting school resilience among middle school students. Methods: The 388 survey samples were divided into high level group, middle level group and low level group in terms of the self-rated academic grades. Data were analyzed with $x^2$, ANOVA and regression analysis. Results: First, self-rated health, self-competence and school resilience were significantly different by academic grades. Second, the high and middle level group of self-rated academic grade showed the effect of self-competence(sport competence, self-worth) on school resilience. Conclusions: It was suggested to develop physical, mental and social health programs and policies were required for improvement of self-competence and the school resilience.

• The Journal of Korean Society for School & Community Health Education
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• v.17 no.3
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• pp.39-48
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• 2016

Objectives: The purpose of this study was to identify factors affecting self-worth and social competence among middle school students. Methods: The survey collected 388 subjects from 2 middle school students in Seoul, Korea. Data were analyzed with $t^2-test$, ANOVA and regression analysis. Results: First, self-worth were significantly different by academic grades. Also social competence were significantly different by academic grades. Second, it showed the effect of regular exercise and endurance on self-worth. Third, it showed the effect of external image, health, regular exercise and endurance on social competence. Conclusions: It was suggested to develop physical, mental and social health programs and policies were required for development of physical self-concept, self-worth and social competence.

• Child Health Nursing Research
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• v.16 no.3
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• pp.230-238
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• 2010

Purpose: The purpose of this study was to examine gender differences in self-competence, social anxiety and depression in upper level primary school children. Methods: In this cross-sectional study, data were collected from 180 students in grades 5 or 6 (83 boys and 97 girls). The instruments used for this study were a self-report questionnaire, the Self-Perception Profile for Children, the Revised Social Anxiety Scales for Children (SASC-R) and a Depression Instrument. For data analysis, descriptive statistics, t-test, Pearson correlation coefficients, and stepwise multiple regression were used with the SPSS/PC ver 12.0 program. Results: The only gender difference was in depression and girls reported more depression than boys. Social competence showed significantly negative correlations with depression and social anxiety. Gender differences were found in self competence in the prediction of depression and social anxiety. Conclusion: The results of this study indicate that there are gender differences in self competence which influence depression and social anxiety. Thus, enhancing self-competence could prevent social anxiety and depression in children but, differences in gender should be considered when developing programs to enhance self-competence.