• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.159-180
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• 2011

This study examined the effects of children's temperament, self-control and maternal parenting on children's playfulness. The subjects of this study were 288 3-, 4- and 5- years old children and their mothers. The collected data were analyzed by correlations and pathway analysis. The results were as follows: First, children's sex, sociability temperament, self-control and maternal authoritarian parenting directly affected children's playfulness. Children's sex indirectly affected children's playfulness through children's activity level and self-control. Children's sociability and emotionality temperament indirectly affected children's playfulness through maternal authoritarian parenting. Maternal authoritarian parenting indirectly children's playfulness affected through children's self-control. Second, the most important variable predicting children's playfulness was maternal authoritarian parenting.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.31-53
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• 2013

This study was to examine the effects of young child's temperament, emotion regulation and teacher-child relationships on young children's prosocial behavior. The subjects of this study were 374 3- 5-year old children and their teachers. The collected data were analyzed by t-test, correlations and pathway analysis. The results were as follows: First, girls' prosocial behavior was found to be higher than boys'. Second, boys' and girls' temperament were found to affect young children's prosocial behavior directly and indirectly through teacher-child relationship and emotion regulation. Third, teacher-child relationships was found to affect boys' prosocial behavior directly and to mediate between boys' temperament and emotion regulation and prosocial behavior. Additionally emotion regulation was found to be the most important variable predicting boys' and girls' prosocial behavior and to mediate between temperament and teacher-child relationship and prosocial behavior.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.68-77
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• 2018

The purpose of this study was to investigate the relationships between behavioral inhibition, ambivalence over emotional expressiveness and social anxiety among Korean middle school students. In addition, we examined whether ambivalence over emotional expressiveness mediated the relationship between behavioral inhibition and social anxiety. For this aim, we conducted a survey of 357 first-third grade students from 6 middle schools located in the cities of Wonju, Seoul, Suwon, Suncheon, and Kwangju. Survey data was analyzed through descriptive statistics, correlation analysis, multiple regression analysis, and Sobel test using the SPSS/WIN 19.0 program. Results were as follows: First, there was a positive correlation between behavioral inhibition and social anxiety on ambivalence over emotional expressiveness. Second, ambivalence over emotional expressiveness was found to partially mediate the relationships between behavioral inhibition and interpersonal anxiety as well as performance anxiety. In other words, while behavioral inhibition tends to affect interpersonal anxiety and performance anxiety in a very direct way, it also influences them indirectly by increasing the ambivalence over emotional expressiveness. These results suggest that counseling of middle school students with social anxiety due to innate behavioral inhibition should seek to reduce their social anxiety by decreasing their ambivalence over emotional expressiveness.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.57-69
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• 2019

Objective: The purpose of this research was to examine the moderating effects of relationships on the association between temperament and peer play interaction. Methods: The participants were 606 four year olds who were recruited from day care centers and preschools located in Incheon and Gyeonggi province. Teacher-child relationship was measured with Student-Teacher Relationship Scale. Peer interactions were measured with Penn Interactive Peer Play Scale. Temperament was measured with Child Behavior Questionnaire (CBQ). The data was analysed using Pearson correlation and hierarchial regression. Results: Teacher-child intimacy moderated the associations between inhibitory control and play disruption as well as between emotionality and play disconnection. Moreover, Teacher-child conflict moderated the association between emotionality and play disconnection. Conclusion/Implications: The findings suggest that teacher-child relationships buffer risks conferred by temperament.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.1
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• pp.148-156
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• 2013

This study tried to analyse the effect of young children's sexuality, ages, temperament and emotional intelligence upon the peer competence. The subjects were 250 children from H and W childcare center in J city. Date were analysed by multiple regression analysis with SPSS. According to this research, there are three specific results. First, a general tendency of children's temperament, emotional intelligence and peer competence is related with normal distribution. The Second indicated that the peer competence was closely associated with young children's sexuality, ages, temperament and emotional intelligence. Finally the emotional intelligence was the strongest predictor for peer competence of young children and sexuality and temperament also notable variables. Therefore, according to this research, a special education program for improvement of peer competence is strongly desired.

• 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.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.411-419
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• 2022

The aim of this research was to verify the mediating effects of ambivalence over emotional expressiveness and distress tolerance on the relationship between harm avoidance and depression. A total of 403 university students completed TCI-RS(Temperament and Character Inventory-Revised Short version), AEQ-K(Ambivalence over Emotional Expressiveness Questionnaire-Korean), DTS (Distress Tolerance Scale) and CES-D(The Center for Epidemiologic Studies Depression Scale). The results revealed that harm avoidance and ambivalence over emotional expressiveness were positively related with depression, and negatively related with distress tolerance. In addition, the relationship of harm avoidance and depression was successively mediated by ambivalence over emotional expressiveness and distress tolerance. That is, the motivation of emotional expression conflict may have an effect on depression and the distress tolerance would play an important role in therapeutic intervention of depression.

• 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.

• Journal of Ethics
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• no.84
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• pp.217-242
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• 2012

This essay aims to explore the importance of ethics education in Korean multicultural society. In 2011, it is reported by the Ministry of Education, Science and Technology that the final goal of Korean multicultural ethics education is to establish the foundations of National identity and of moral values in general. It might be a ideological tool, however, that can suppress the minority in Korea. In that sense, an orientation of ethics education in Korean multicultural society is basically to consider all moral agents in ethics. To give any solution, therefore, an attention will be paid to the notions of emotion and the likeness of moral fibre. Most important is that we have certain emotions which are in society beyond individual feelings. It is the only ethical subject and existence who we can have them. In that point, having them enables us to make any decision on the ground of moral values. By the quality of the likeness of moral fibre, furthermore, we can recognize and exercise moral values together without any difference in multicultural society. This makes sense of an identity as a Korean. Therefore, having emotions is helpful in taking the moral foundations of Korean multicultural society and the self-recognition of a Korean in the sense of the likeness of moral fibre give an ethical direction to us, the Korean multicultural society of ethical culture in the future.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.69-89
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• 2012

This study was to examine the effects of young children's temperament and teacher-child relationship on young children's problem behaviors. The subjects of this study were 231 3-, 4- and 5- year old children and their teachers. The collected data were analyzed by correlations and pathway analysis. The results were as follows: First, young children's temperament were found to affect young children's problem behaviors directly and indirectly though teacher-child relationship. 'Negative emotionality' and 'attention span/persistence' temperament were found to be important for externalizing problem behaviors, and 'activity level' temperament to be important for internalizing problem behaviors. Second, teacher-child relationship was found to affect young children's problem behaviors directly and to mediate between young children's temperament and problem behaviors. Additionally teacher-child conflict relationship was found to be the most important variable predicting young children's externalizing and internalizing problem behaviors.