• Proceedings of the KAIS Fall Conference
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• 2010.11b
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• pp.855-858
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• 2010

본 연구는 발달적 위기에 놓여있는 중년여성의 피로도와 스트레스 저항력 그리고 정서와의 상관관계를 알아보기 위하여 뇌신경 생리학적 지표인 뇌파 측정을 이용하여 분석해 보고자 하였다. 2005년 3월부터 2009년 6월까지 한국정신과학연구소에 뇌파 측정을 의뢰한 우리나라 중년여성 4403명(35세~65세)을 기준으로 선정된 뇌기능 지수(긴장도, 항스트레스지수, 정서지수)를 시계열 선형분석과 상관분석으로 한 결과 중년여성의 피로도, 스트레스 저항력 그리고 정서에는 밀접한 관계가 있었다. 그러므로 사회적으로나 가정적으로 성숙하고 책임감 있는 중년여성의 역할이 필요한 현대사회에서, 중년기의 심리적 생리적 문제에 적극적으로 대처하는 것이 개인생활은 물론 가족의 원만한 기능과 안녕을 유지, 증진하는데 반드시 필요하다.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.89-109
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• 2006

The purpose of this study is to investigate the level of knowledge that mothers have on child development. To do so, a Knowledge of Child Development Inventory(KCDI) developed by Larsen &Juhasz(1986) was carried on to 156 mothers with an infant range from birth to age 24 months. The findings of the study were twofold: First, 70% of the questions on average were answered correctly by the participants. In other words, mothers generally demonstrated a high level of knowledge on child development. With regard to knowledge of child development, their knowledge on physical development of children was relatively low in comparison with that of cognitive and emotional development. In addition, mothers with a girl were more aware of child development especially in relation to child's emotional development. Also, mothers who delivered a heavier baby at birth possessed a higher level of knowledge concerning child's physical development. Second, other external factors, such as the level of family income and mother's education, played a significant role in affecting the level of knowledge on child development. Unsurprisingly, mothers with a higher income and education level demonstrated a higher level of knowledge on child's cognitive development. The findings of the study implicates that mothers seldom demonstrate a proper level of knowledge on child development. Hence, this study suggests that a practical, functional training services and resources for current and future mothers must be ensued.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.75-85
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• 2004

This study was to investigate parental rearing attitudes which are perceived by the only children and sibling children and their socio-emotional development. The subjects were 426 4th and 6th grade students in an elementary school located in Seoul and Kyonggi-do. The data was analyzed by SPSS WIN computer program. Two-way ANOVA and Multiple Regression analyses were performed. Within group variables that predicted children's socio-emotional development were parental achievemental, loving and autonomous attitude, and school-aged children's socio-emotional development was most predicted by parental achievemental attitude.

• Journal of the Korean Home Economics Association
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• v.39 no.9
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• pp.15-25
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• 2001

This study investigated the relationship between mothers'psychological life position and children's social-emotional development. Subject consisted of 303 children and their mothers enrolled in preschool at Seoul. A sample of mothers completed the questionnaire and teachers rated the social-emotional development instrument. The results showed that children's social-emotional development differed according to their gender and age. And there were differences between mothers'psychological life position as a function of educational level and employment status. Mothers'psychological life position was related to their children's social-emotional development.

• Journal of Agricultural Extension & Community Development
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• v.19 no.4
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• pp.881-904
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• 2012

This study was to investigate the relationship among emotional intelligence, social support and parent-child communication of multicultural primary school students in rural areas. All of the students for the study were sampled from three multicultural primary schools in rural areas. About 10% among them were from multicultural family students. First, the result indicated that students' emotional intelligence was positively correlated with social support and open communication with their parents. Second, there were no significant differences between unicultural family and multicultural family in social support, parent-child communication, and emotional intelligence. Third, the result of regression analysis revealed that peer and family support were predictors of emotional intelligence of multicultural primary school students in rural areas. The implications for the improvement strategy for multicultural primary school in rural ares were suggested.

• Korean Journal of Health Education and Promotion
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• v.4 no.2
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• pp.1-8
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• 1987

학교는 교육과 연구의 기능을 가친 특수한 사회조직이다. 새로운 과학적인 지식을 습득하게 할 뿐만 아니라 집단생활 속에서 인간관계를 형성하고 상호협력 할 수 있는 경험을 터득하게 하는 장소이다. 그러나 학교는 사회집단으로서 지식제공에 의한 인간개발이나 인간관계에 의한 인격 및 정서발달을 개인 스스로의 체험과 책임으로 돌려 방치하는 자유방임적인 조직은 아니다. (중략)

• Journal of Korean Library and Information Science Society
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• v.43 no.1
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• pp.261-285
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• 2012

The purpose of this study is to confirm that the user benefit criteria can be applied as the user benefit criteria of children's libraries by examining the theoretical validity of the user benefit criteria and furthermore, by clarifying and verifying the mutual relation between the user benefit criteria and the child development area. For such a purpose, this study collected data from 247 users of children's libraries in the country and collected data was analyzed using the structural equation modeling. The result of analysis is as follows. First, the relation between physical development and behavioral facilitation, emotional development and physiological maintenance, cognitive development and perceptual maintenance, and the development of social skills and social facilitation was appropriate. Second, usability, safety and diversity was valid as an index of behavioral facilitation, self-esteem, amenity and peacefulness was valid as an index of physiological maintenance, esthetic sense, dynamics and flexibility was valid as an index of perceptual maintenance, and leisure, communication and territoriality was valid as an index of social facilitation. Third, children who prefer physical development prefer the benefit of behavioral facilitation, children who prefer emotional development prefer the benefit of physiological maintenance, children who prefer cognitive development prefer the benefit of perceptual maintenance and children who prefer the development of social skills prefer the benefit of social facilitation.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.5-33
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• 2009

This study attempted to evaluate the effectiveness of the Supportive Project for the Priority Region of Educational Welfare Investment(SPPREWI) which has been put into action in Korea as a part of national policies for poor school children. In so doing this study aimed to test SPPREWI's legitimacy as well as whether we have to continue this program or not. In order to fulfill this research purpose researchers identified several outcome indicators of SPPREWI, which represent psychosocial and cognitive adjustment. The variables pertaining to psychosocial adjustment domain are: self-concept; depression, anxiety, and suicidal impulse; inclination of assault and indignation; delinquency; school life adjustment; and change in social relations. The variables of cognitive adjustment include recognition of self-control in learning; control strategy of learning behavior; and preparedness for job hunting. In this study the quasi-experimental group contained students from schools which are under the SPPREWI. The control group was composed of students from schools which were free from SPPREWI but under the influence of deteriorating school environment. The quasi-experimental group and the control group were compared in terms of outcome indicators presented earlier. Within the quasi-experimental group both the students below poverty-line and the students above poverty-line were divided into two groups each by the level of service use, and were compared in terms of the outcome variables presented earlier. Study results supported the argument that SPPREWI was effective generally in improving students' school adjustment. Study results also showed that the variable of 'school nurturance' played a significant role in moderating the effect of SPPREWI on a couple of outcome variables specially when schools' overall educational environment was in poor condition. Implication as well as suggestion were presented on the basis of study findings.

• Korean Journal of Culture and Social Issue
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• v.10 no.spc
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• pp.147-175
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• 2004

In recent years, electronic games, home computers, and the internet have assumed an important place in our lives. This paper presents a review of the researches on the relation of computer game and children's and adolescent's development. Researches on the impact of computer game on perceptual and cognitive development including attention, spatial perception, numerical ability, problem solving are reviewed. The relation of computer game use and emotional, social and personality development and aggressive development, especially General Aggressive Model(GAM) are also explained. On the basis of this reviews, the future directions of research are discussed.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.189-195
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• 2017

The pursuit of independent self-development in adolescence and the development of self-identity are related to their adaptation in social life. In Korea, too, college is the place where graduates from high school go to advance in society. The purpose of study is to investigate the relationship between self - identity and college life in university students. First, self - identity has a positive effect on academic adjustment. Specifically, goal orientation has a positive effect on academic adjustment. Second, self - identity has a positive effect on emotional adjustment. In detail, self-acceptance, future confidence, and goal orientation were found to affect emotional adaptation. Finally, self - identity did not affect university satisfaction.