• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.93-110
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• 2014

The purpose of this study was to examine the use of emotional regulation strategies of 3-year-old infants in frustrating situations and the correlation between infants' emotional strategies and their mothers' responsive strategies. In the current study, 33 dyads of infant-mother were observed in the laboratory. Stansbury and Sigman's (2000) experimental instrument was revised and complemented according to Korean culture, and it was categorized into 5 measures for infants' use of emotional regulation strategies in frustrating situations and their mothers' responsive strategies: comforting, instrumental, cognitive reappraisal, distraction, and others. As a result, infants' emotional regulation strategies and their mothers' responsive strategies were categorized as 5 such strategies. The findings of this study showed that 3-year-old infants used complex strategies including cognitive reappraisal. They used instrumental strategy most during a 'clean up' frustrating situation and distraction strategy during a 'candy given then denied' situation. There was significant correlation between infants' emotional regulation strategies and their mothers' responsive strategies.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.215-238
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• 2013

This study examined the effects of mothers' rejective parenting, emotional expressivity, children's emotional regulation strategy on their social withdrawal. Participants were 223 children(121 boys, 102 girls; recruited from classes with 4-5 year olds), their mothers and 20 child care teachers. The teachers completed rating scales to measure the children's social withdrawal and emotional regulation strategies. Mothers reported their rejective parenting along with emotional expressivity. The collected data were analyzed using descriptive statistics, Pearson's productive correlation coefficient, and hierarchical multiple regressions. Results showed that mothers' rejective parenting, children's venting/support seeking strategy and avoidance/non-responsive strategy had positive relation to, whereas mother's positive expressivity were negatively related to their social withdrawal. Hierarchical regression analysis indicated that the interaction of mother's rejective parenting and positive expressivity predicted children's social withdrawal. Mother's rejective parenting was associated with children's social withdrawal, especially for children with the lowest level of mother's positive expressivity. In addition, the association between mother's rejective parenting and children's social withdrawal were partially mediated by their venting/support seeking strategy.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.23-44
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• 2010

This study analyzed the relationships mother's discipline style, preschooler's emotional regulation strategies, and preschooler's leadership. The subjects were 180 preschoolers who were 5 years old and their mothers live in Gwang-ju and Jeon-Nam province. Collected data were analyzed by descriptive statistics, Pearson's correlation, and stepwise regression analysis using the program of SPSS. The findings of the study were as follows. (1) there was a difference between the average score of subcategory and the total score of leadership according to the gender of preschooler and mother's employment and her educational background. However, there was no difference from the birth order of preschooler. (2) A correlation was not found between mother's discipline style and preschooler's leadership, but the significant negative correlation showed up between preschooler's emotional regulation strategies and preschooler's leadership. (3) The leadership of preschoolers who use positive coping strategies of a sub-area of emotional regulation strategies appeared strong. And the leadership appeared low with a boy who uses avoidant & supportive strategies, supportive strategies, aggressive strategies and venting strategies more often. Furthermore, the model of explanatory adequacy (R2) of some independent variables from the average scores of subcategory and the total score of leadership was confirmed to be the statistically significant explanatory model.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.137-153
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• 2009

This study examined the effects on preschooler's social competence of preschooler's emotional regulation strategies and maternal attitude toward child's emotional expressiveness. Subjects were 57 3-to 5-year-old preschoolers, their mothers and 3 teachers in their classes. Data were adapted from the Social Intelligence part of Project Spectrum and analyzed by Pearson Correlation Coefficient and Stepwise Multiple Regression Analysis. Findings were that : (1) preschoolers' positive emotion regulation strategies significantly explained their social competence. (2) Older children showed higher social competence than younger children; the effect of children's age on social competence was more influential than emotional strategies or maternal attitudes. In conclusion, preschooler's emotion regulation strategies are an important factor as their social competence develops with age.

• Korean Journal of Child Studies
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• v.29 no.2
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• pp.33-56
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• 2008

This study examined effects on children's emotional expressiveness and regulation strategies or maternal attitudes and emotional expressiveness. Participants were 180 children(88 girls) age 3-5, their mothers, and 20 teachers. Results showed boys used more aggressive and girls used more positive coping strategies. Younger children used more aggressive and non-expressive strategies. When mothers had more Permissive and Accepting attitudes, children used more positive coping strategies. When mothers had more Restrictive or Controlling attitudes, children used more aggressive strategies. When mothers expressed positive emotions, children used fewer aggressive and venting strategies. When mothers expressed negative emotions, children used more aggressive and fewer positive coping and non-expressive strategies. Negative maternal emotional expressiveness was an especially influential factor on children's emotional regulation strategies.

• Korean Journal of Child Studies
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• v.36 no.5
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• pp.155-171
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• 2015

The purposes of this study were firstly, to examine the emergence of complex strategies for emotional regulation in 3 and 4 years old children, and secondly, to analyze the corresponding relationship of the preschoolers' strategies for emotional regulation and their mothers' responses. The subjects comprised 66 preschoolers(33 boys, 33 girls) and their mothers in J city. The results were as follows. First, the preschoolers' strategies for emotional regulation in frustrating episodes occurred in the following order; instrumental behaviors, cognitive reappraisal, distraction behaviors, and comforting behaviors. Second, the mother's responses to frustrating episodes occurred in the following order; cognitive reappraisal, instrumental behaviors, comforting behaviors, and distraction behaviors. Third, the corresponding relationship of the preschooler's strategies for emotional regulation and the mothers' responses to frustrating episodes were found to be of a similar patterns (e.g. preschoolers' cognitive reappraisal strategy and mothers' cognitive reappraisal response).

• Journal of Families and Better Life
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• v.29 no.6
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• pp.55-69
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• 2011

The purpose of this study was to explore the effects of difficult temperament and mothers' reactions to child negative emotion on child emotion regulation strategies. Mothers of 253 preschoolers(Mage=4.04yrs.) responded to questionnaires on child temperament, mothers' reactions to child negative emotion, and child emotion regulation strategy. The results of regression analysis revealed that; 1) child difficult temperament positively predicted child's aggressive or outburst/appealing strategies whereas negatively predicted avoidance/none strategy; 2) child difficult temperament was not the variable predicting positive coping strategy, but mothers' emotion-focused or problem-focused reactions predicted child positive coping strategy whereas punitive or distress reactions predicted either aggressive or avoidance/none strategy; 3) child temperament moderated the link between mothers' reactions to child's negative emotion expression and child emotion regulation strategies. In particular, children with higher difficult temperament showed higher aggressive strategy under mothers' higher distress or punitive reaction and lower emotion focused or problem focused reaction. On the other hand, children with lower difficult temperament only showed avoidance/ none strategy when mothers showed higher minimization or punitive reaction. The results of current study underscore both child temperament, mothers' reactions and their interactions in predicting child emotion regulation strategies.

• Journal of the Korean Home Economics Association
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• v.45 no.2
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• pp.133-145
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• 2007

The purpose of this research was to identify the importance of emotional development in early childhood, in children ages three to five, by examining the relationship between the variables in the children such as gender, age, and temperament, as well as their mothers' emotionality, in relation to emotional development. The participants included a total of 72 children between three and five years of age. The major findings are as follow: First, there were significant differences in emotional expression and emotional recognition between the boys and the girls. Additionally, the emotional recognition of the children increased as age increased, and more positive strategies for emotional regulation were used with the increasing age of the children. Temperament characteristics did not have any relationship with emotional expression or emotional recognition, while the strategies for emotional regulation were related to the temperament characteristics. Second, the emotional expressivity of the mother was related to the emotional expression and recognition of the child, but wes not associated with strategies for emotional regulation. The emotional reactivity of the mother was related to a child's strategies for emotional regulation, but not to emotional expression or recognition. Third, emotional development of the children wes influenced by the individual child variables and emotionality of the mother.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.17-32
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• 2010

In this study, I examined the direct or indirect paths among the intra-personal factors as well as extra-personal factors affecting on children's peer competence. Subjects were 514 5-year-old children, their mothers, teachers. The teachers rated each children using Peer Competence Scale (Park, 2001) and completed emotion regulation and Student-Teacher Relationship Scale. The mothers responded to a questionnaire, including Parental Involvement Checklist (Cohen, 1989), parenting behaviors, and Children's Temperament. The data were used for path analysis with Amos 6.0 program. Results of this study were : (1) Children's temperament have an influence on children's peer competence through children's emotion regulation via mothers' parenting behaviors. (2) Children's temperament have an influence on children's peer competence through teacher-child relationship. (3) Mothers' parenting behaviors have an influence on children's peer Competence through mothers' management strategies of peer relations.

• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.59-76
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• 2018

Objective: The purpose of this study was to examine the relationships among teachers' resilience, difficulty in emotional regulation, and teaching strategies for behavior problems of children. Methods: A total of 200 day care and kindergarten teachers were surveyed. The collected data were analyzed by Pearson's correlation and multiple regression. Results: First, teachers' resilience, difficulty in emotional regulation and teaching strategies for children with behavior problems were significantly related. Teachers' resilience showed a positive correlation with teachers' positive prevention and reaction strategies but showed a negative correlation with teachers' negative reaction strategies. Among the teachers' difficulty in emotional regulation, the factor of difficulty for impulsive control and lack of attention showed negative correlations with teachers' prevention and positive reaction strategies. Second, teachers' resilience and difficulty in emotional regulation significantly explained the teaching strategies for children with behavior problems. Teachers' resilience was found to be the most important variable explaining teaching strategies for children with behavior problems. Conclusion/Implications: This study revealed that teachers' resilience and difficulties in emotional regulation were important psychological and emotional characteristics for teachers when teaching children with behavior problems.