• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6940-6948
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• 2015

This study is a professor of media literacy and self-expression and emotion regulation strategies between was conducted to analyze the impact on the self-regulated learning abilities of youth, Media literacy has showed significant influence on self-regulated learning abilities of young people, self-expression and emotion regulation strategies had significant influence on self-regulated learning abilities of young people. In addition, media literacy, self-expression, emotion regulation strategy was found to significantly affect the path to self-regulated learning abilities of young people. Therefore, media literacy plays an important role in the self-regulated learning abilities of young people, self-expression and emotion regulation strategies was found that the effect is mediated between media literacy and self-regulated learning abilities of young people. The results of this study means a lot of hard work and training programs are needed for improving self-regulated learning and self-expression and emotion regulation strategies of youth through the school curriculum and education on media literacy era, which we hope in the future the youth of life necessary for self-expression, emotion regulation strategies, suggest to improve as a practical implication offers a number of implications for school education.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.21-39
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• 2016

The purpose of this study was to investigate the differences in the school life satisfaction of middle school students according to self-directed learning capability and emotion regulation strategy. The subject of this study were 499 middle school students in Daegu. In order to analyze the data, two way ANOVA were employed for analysis and $Scheff{\acute{e}}$ test for post-hoc analysis. The main finding of this study were as follows; First, there were significant differences in the school life satisfaction of middle school students according to self-directed learning capability and behavioral emotion regulation strategy. Second, there were significant differences in the school life satisfaction of middle school students by cognitive emotion regulation strategy. But there were no significant differences in the school life satisfaction according to self-directed learning capability and cognitive emotion regulation strategy. Third, there were significant differences in the school life satisfaction of middle school students according to negative avoidant and emotion regulation strategy. However there were no significant differences in the school life satisfaction according to self-directed learning capability and negative avoidant emotion regulation strategy.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.41-63
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• 2006

The purpose of this study is to investigate the differences among mother's feeling expression, children's self-regulation, and children's peer competency by socio-demographic background and provide a basic material to develop the parents' education for mother's promosing emotional environment to help development of children by understanding the correlation among mother's feeling expression children's self-regulation, and children's peer competency. The research objects were 361 of 4 to 6-year-old children and their mothers. The tool adapted by Woo Sookyong(2002) was used for Mother's emotional expressivity, and the tool of Lee Jeongran(2003) for the of self regulation and the tool of park Joohee and Lee Eunhae for the children's peer competency. Data analysis was performed with population, percentage, t-test, Cronbach $\alpha$, F-test, and co-relation of LSD posteriori test. The summary of this study are as follows; First, the more negative expressivity was shown as mother's academic career was higher and the more positive one was appeared as family income was greater according to the background of socio-demography. Female children showed the higher self-regulation, and the self-decision and action control were greater as their age was higher. Children's peer competency was higher as they were social and friendly personality. Second, there was the strong relationship among the mother's feeling expressivity, children's self-regulation and peer competency one. Mother's positive expressivity had the relationship with children's self-regulation and peer competency one while weak expressivity had it with self-decision, regulation and children's peer competency. But the strong negative heartstrings' expressivity was an improper co-relation with action control and no relation with similar age competent ability. A definitive relation existed between all low level area except the emotion of self-regulation and children's peer competency. Form the above study, it was Known that there was the relationship among the mother's feeling expressivity, children's self-regulation and peer competency. In particular, there was strong relationship between positive and weak positive expressivity, and children's self-regulation and peer competency. These results could be reflected to parents' heartstrings education by knowing the impact of a positive emotional expressivity and weak-negative one.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.586-594
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• 2020

This study examined the effect of self-esteem of pre-infant teachers on self-elasticity, emotional regulation, and empathy. The subjects of this study were 230 university students from W University's Early Childhood Education Department in location I. The data were analyzed using SPSS 24.0. In addition, in each sub-variable, self-elasticity was found to have the greatest positive correlation with positivity, emotional regulation ability with self-emotional regulation ability, and empathy ability with cognitive empathy ability. Second, self-esteem had a significant positive effect on self-elasticity, and among the sub-variables, this study found that general self-concept, self-responsibility, and personal integrity in order were important determinants. Third, self-esteem has an influence on personal integrity in emotional regulation ability. Fourth, as for the effect of self-esteem on empathy ability, it was found that self-assertion had a significant and positive effect on empathy ability. These research results have led to re-awareness of the importance of pre-service early childhood teachers' self-esteem, suggesting that research on various educational activities that can improve self-esteem in the curriculum is needed.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.265-289
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• 2014

This study analyzed the change of after-school guardians' absence types during the first 3 school years, and the relations of after-school care, family environment(family income, parental monitoring) to self-regulatory learning ability and emotional-behavioral problems in each gender of early school-age children from dual income families. The data from 526 boys and 483 girls among 3rd graders of Korean Child and Youth Panel Survey(KCYPS) were statistically analyzed by Friedman's test, t-test, correlational coefficient analysis, regression analysis. The results showed that 45% of boys and 50% of girls were with a guardian for their after-school care in each of the first 3 school years and after-school care had changed gradually into the types of temporal or contingent absence of a guardian. Family income and children's self-regulatory learning ability were different from adult-care and self-care in each gender, but there were differences in the parental monitoring of girls and emotional-behavioral problems of boys according to the care types. Both of boys and girls showed that family environment meaningfully related with the ability and the problems, and also showed the relatively different effects of after-school care and family environment on those ability and problems variables. The results suggested some implications for after-school care.

• Proceedings of KHEA Conference
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• 2005.04a
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• pp.63-63
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• 2005

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5083-5090
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• 2012

This study was designed to examine the effect of emotional control and interpersonal cognitive problem solving ability on children's interpersonal relationship formative. The subjects were 133 boys and girls who were day care center in G metropolitan city. Data analysed with t-test, ANOVA, Pearson correlation coefficient, regression. The results were as follows. First, there were significant differences in the children's interpersonal relationship formative according to children' sex. There were significant differences in the emotional control and interpersonal cognitive problem solving ability according to their sibling and mother occupation. Second, there were significant correlations between the children's interpersonal relationship formative, emotional control and interpersonal cognitive problem solving ability. Third, the children's interpersonal relationship formative was affected by emotional control and interpersonal cognitive problem solving ability.

• Asia Marketing Journal
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• v.5 no.1
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• pp.23-50
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• 2003

본 연구는 최근 기업들이 광고촉진의 한 수단으로서 많이 활용하고 있는 특정 감정소구의 한 형태로서 지역정서를 이용한 광고의 설득효과를 탐색하기 위하여 지역정서소구메시지 유형을 촉진형 메시지와 예방형 메시지로 구분하고, 이 메시지유형들의 설득효과에 대하여 소비자의 지식수준과 자기지역중심성향 (CLOCAL)이 어떻게 조절작용을 하는가를 탐색적으로 검토하였다. 연구결과 지역소비자에 대한 지역정서소구광고의 메시지유형별 설득효과는 소비자 개인특성의 조절변인으로서 지식수준과 자기지역중심성향 수준을 고려했을 경우, 촉진형 메시지와 예방형 메시지 모두에서 유의적인 차이를 발견할 수 있었다. 먼저, 소비자의 정보처리능력과 관련하여 지식수준이 높은 집단에서는 촉진형 메시지가 더 설득적이었고, 지식수준이 낮은 집단에서는 예방형 메시지가 더 설득적임을 발견하였다. 그러나 소비자의 자기지역중심성향수준에 따라서는, 높은 수준의 집단에서는 예방형 메시지가, 낮은 수준의 집단에서는 촉진형 메시지가 더 효과적인 것으로 나타났다. 끝으로 본 연구는 이와 같은 연구결과를 바탕으로 지역정서소구광고의 메시지 특성과 소비자특성에 따른 차별적인 지역정서소구광고의 설계전략방안들을 제안하였다.

• Journal of the Korean Home Economics Association
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• v.50 no.2
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• pp.65-74
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• 2012

This study was conducted to examine how children perceive emotional support, emotional regulation and self-efficiency. They came mainly from three elementary schools which are located in Gwangju metropolitan city. Questionnaires were provided to these students and the completed questionnaires were collected. Participants were 503 students. The results were as follows. First, only emotional support and self-efficiency directly affected in the school adjustment. Moreover, emotional support was the most influential factor. Second, although emotional support directly affected in the school adjustment, it also indirectly affected in the school adjustment through emotional regulation. Third, emotional regulation did not directly affect in the school adjustment, but on the other hand, it indirectly affected in the school adjustment through self-efficiency.

• Proceedings of the Korea Contents Association Conference
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• 2012.05a
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• pp.127-128
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• 2012

본 연구는 학제간 융합 및 통합예술교육이 중요하게 대두되고 있는 시점에서 통합예술교육이 초등학생의 건강한 정서변화 연구에 초점을 두었다. 여기서 정서변화란 정서 표현력, 정서적 안정성, 정서 조절능력을 뜻한다. 연구방법은 질적 연구로서, 실제사례를 통한 참여자의 심층면담자료 검토와 자기보고서 분석을 제시하여 결과의 객관성을 확보하여 다음과 같은 결론을 도출하였다. 첫째, 첫째, 통합예술교육 수업을 통해 건강한 정서 표현력이 함양될 수 있다는 것을 알 수 있었다. 둘째, 상대방의 정서적 표현을 이해하고 민감하게 반응하는 정서적 조절 능력에 긍정적인 효과를 얻을 수 있었다. 셋째, 암기위주의 습득식 예술교육이 아닌 통합예술교육은 참여 학생들의 예술적 정서를 높이는데 큰 역할을 했음을 알 수 있었다.