• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.285-294
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• 2010

This study examined the relationship between children's school adjustment and their emotion regulation. The subjects were 122 1st grade students selected from one elementary school in Incheon. Teachers rated each child using the Emotion Regulation Scale (Lee, 1997) and School Adjustment Scale (Chi & Jung, 2006). The data were analyzed by using descriptive statistics, t-test, correlation analysis, and stepwise regressions. The children's emotion regulation and school adjustment were differed by sex of the child. The girls were assessed to be better adapted in emotion regulation and school adjustment than the boys. The children's emotion regulation was positively related to the children's school adjustment. In addition, the children's emotion regulation predicted how well they would adjust to school life.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.591-605
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• 2009

This study investigated preschoolers' behavior regulation and social adjustment by age and gender and examined relationships between behavior regulation and social adjustment. Behavior regulation was assessed by the Head-to-Toes Task (Cameron et al., 2008; McClelland et al., 2007); social adjustment was evaluated by teachers with the Preschool Adjustment Questionnaire (Jewsuwan et al., 1993). Subjects were 263 children aged 3-6 years. Data were analyzed by descriptive statistics, two-way ANOVA, and partial correlation analysis. Findings showed (1) incremental differences in behavior regulation each year between 3- and 4-year-olds and between 4- and 5-year- olds. (2) Girls exhibited higher levels of behavior regulation and social adjustment than boys. (3) Behavior regulation and social adjustment correlated positively with each other.

• Educational Technology International
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• v.16 no.1
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• pp.58-83
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• 2015

Digital textbooks draw attention as a new format of educational material, using the advantages of information technology; this innovative learning tool requires consideration as a part of successful and effective learning. The main purpose of the article is to investigate the mediating role of self-regulation between digital literacy and learning outcomes (academic performance and learning motivation) when using digital textbooks as a learning tool in Middle School English. Both descriptive and regression analysis were used as data analyses methods. The main findings of this study were as follows: first, digital literacy and self-regulation significantly predicted academic performance and learning motivation; second, self-regulation fully mediated between digital literacy and academic performance; third, self-regulation partially mediated between digital literacy and learning motivation. The research results proved the effects of digital literacy and self-regulation on the learning outcomes and mediating role of self-regulation between digital literacy and learning outcomes. These results help to design and implement effective lessons when using a digital textbook in Middle school English.

• Journal of Korean Library and Information Science Society
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• v.36 no.2
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• pp.141-163
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• 2005

Today. the value of the references comes to be high and the reference database construction is increasing. But. the descriptive regulations of the reference which it presents from scholarly journals different with each other. Also, the researchers probably does not recognize a descriptive regulations of reference. It is likely that the effective construction of reference database is very difficult. So, the purpose of this study analyzes the differences of a descriptive regulations for reference and presents the plan for standardization of a descriptive regulations.

• Human Ecology Research
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• v.59 no.4
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• pp.557-567
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• 2021

This study examined the relationship between COVID-19 stress, self-regulation, and smartphone addiction among university students. It also assessed whether self-regulation mediates the relationship between COVID-19 stress and smartphone addiction. The participants comprised 346 students enrolled in G city university. Data were analyzed using SPSS and AMOS to generate descriptive statistics, perform a correlation analysis, and create a structural equation model. The main findings were as follows. First, COVID-19 stress had a negative correlation with self-regulation, but a positive correlation with smartphone addiction. A negative correlation was observed between self-regulation ability and smartphone addiction. Secondly, self-regulation partially mediated the relationship between COVID-19 stress and smartphone addiction. The results will inform educational and counseling interventions aimed at preventing smartphone addiction among university students living in the era of the COVID-19 pandemic.

• Journal of the Korean Home Economics Association
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• v.48 no.8
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• pp.77-86
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• 2010

This study investigated the effects of maternal parenting behaviors and preschooler's emotional regulation on their internet-game addictive inclination. The participants were 129 mothers of 5 and 6 year-old preschoolers and their teachers from two day dare centers and one kindergarten in Seoul and Kyung-gi province. Data were analyzed by descriptive statistics and hierarchical regressions by SPSS program (12.0 version). The major findings were as follows: (1) Boys showed higher score of internet-game addictive inclination than that of girls. (2) mother's consistent parenting behaviors and preschooler's other-regulation behaviors significantly explained preschooler's internet-game addictive inclination. In conclusion, maternal parenting behaviors and preschooler's emotional regulation have influenced on preschooler's internet-game addictive inclination.

• Korean Journal of Human Ecology
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• v.23 no.2
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• pp.219-229
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• 2014

The purpose of this study was to investigate the effects of preschooler's self-regulation and maternal parenting behavior on preschooler's game immersion. Subjects were 253 4- to 5-year-old preschoolers(118 boys, 135 girls) and their mothers. Data were analyzed by descriptive statistics, t-test, correlation analysis and stepwise multiple regression analysis. The major findings are summarized as follows: (1) preschooler's game immersion differed from preschooler's gender. Boy preschooler had higher score than girl preschooler in game immersion. (2) Both boy and girl preschooler's game immersion was negatively correlated with preschooler's behavioral regulation and emotional regulation, maternal rational guidance, limit-setting and affection. (3) The most influential factor on boy preschooler's game immersion was behavioral regulation. On the other hand, the most influential factor on girl preschooler's game immersion was emotional regulation, and the next influential factor was maternal affection. Results of this study indicate that self-regulation enhancement program should be developed and mothers should be more affective with their preschoolers in order to prevent preschoolers' game immersion.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.1
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• pp.83-91
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• 2009

Purpose: The purpose of this study was to compare fatigue and fatigue-regulation behaviors in undergraduates courses related to public health (group A) and undergraduates in courses not related to public health (group B). Method: Using a structured questionnaire, data were collected from 236 undergraduates. Descriptive statistics, Pearson correlation coefficient, t-test with SAS package were used for data analysis, Results: There was a statistically significant difference between group A and group B in t-test comparison by group for fatigue, and all subcategories of fatigue and fatigue-regulation behaviors. The frequency of fatigue-regulation behavior of group A was 12.23 and the mean for total efficiency of fatigue-regulation behavior was 2.17, while the frequency of fatigue-regulation behavior for group B was 10.47 and the mean for total efficiency of fatigue-regulation behavior was 1.75. Finally, total fatigue and all subcategories of fatigue were positively related to fatigue-regulation behaviors. Conclusion: It is necessary to develop an intervention program for regulating fatigue in undergraduates courses related to public health.

• Journal of Family Relations
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• v.23 no.1
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• pp.97-120
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• 2018

Objectives: The purpose of this study is to examine the process of how a parent-child relationship affects an impaired objective self, emotional regulation difficulties, and, consequently, interpersonal problems. Methods: To carry out this study, a total of 467 married women were surveyed on their parent-child relationship, impaired objective self, and emotional regulation difficulties. The resulting data was interpreted using descriptive statistics analysis, correlation analysis, and structural equation models analysis. Results: First, the parent-child relationship shows negative correlations with an impaired objective self, emotional regulation difficulties, and interpersonal problems. In addition, an impaired objective self, emotional regulation difficulties, and interpersonal problems show positive correlations with one another. Second, an impaired objective self and emotional regulation difficulties mediate the parent-child relationship and intrapersonal problems consecutively. Conclusions: This indicates that efforts to mitigate an impaired objective self and to intervene in difficulties in emotional regulation can help address intrapersonal difficulties. Finally, this paper examines how this study affects the ongoing discussion on this matter and its implications for future studies.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.3
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• pp.321-331
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• 2008

Purpose: This study examined the association of job satisfaction and job stress with the self regulation of nurses. Method: This research was descriptive in its design and used a self-administered questionnaire. The study subjects were 173 nurses who worked in the three university teaching hospitals. The instruments used in the study were self-regulation scale, job satisfaction scale and job stress scale. The data were analyzed by ANOVA, t-test, Pearson Correlation Coefficient, and multiple regression. Results: The mean score of self regulation, job satisfaction and job stress were 4.58, 1.90 and 3.31, respectively. The degree of error and confidence in decision making of the study subjects was associated with the extent of job satisfaction and job stress. Conclusion: Self regulation made an influence in a statistically significant way on nurses' job satisfaction and job stress. Therefore, we need to develop strategies to enhance the self regulation of nurses to improve their job satisfaction and job stress in a positive way.