• Korean Journal of Human Ecology
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• v.24 no.5
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• pp.645-661
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• 2015

The purpose of this study was to investigate the effects of socio-demographic variables, adult attachment and emotion regulation style on psychological well-being of university students. We conducted a survey on 318 university students in Cheongju-si and Hongseong gun. T-test, Pearson' productive correlation, hierarchical regression analysis were used. The results were as follows: First, there was a significant difference in emotion regulation style according to university student's sex. In other words, females used more support-seeking style than males did. Second, male university students' psychological well-being was high at more active style, less anxiety attachment and avoidant/distractive style, older students, less avoidance attachment, and higher economic status. Third, female university students' psychological well-being was high at less avoidant/distractive style and more active style, older students, less anxiety attachment, and more support-seeking style. In conclusion, emotion regulation style was the strongest factor to increase university student's psychological well-being among other variables. The implications and limitations of this study were discussed.

• Korean Journal of Human Ecology
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• v.24 no.5
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• pp.617-629
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• 2015

The purpose of this study was to explore the effects of children's self-regulation and teacher-child relationships on children's social behaviors. Participants were 239 4- to 5-year-old children(114 boys, 125 girls) and their 23 teachers. The teachers completed rating scales to measure children's social behaviors and teacher-child relationships. Children's self-regulation was assessed by a mother reported questionnaire. Data were analyzed using descriptive statistics, Pearson's correlations and stepwise multiple regression analysis. The major results of this study were as follows: First, Children's social behaviors were partially correlated with children's self-regulation and teacher-child relationships. Second, The most influential factor by children's social behaviors was teacher-child relationship. Specially, teacher-child intimacy was the most powerful factor predicting children's asocial behavior and prosocial behavior. While teacher-child conflict was the most powerful factor influencing children's aggressive behavior, hyperactive-distractible behavior and anxious-fearful behavior. Findings are discussed in terms of the importance of teacher-child relationships in the context of program development and guidance for maladjusted children.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.4
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• pp.424-432
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• 2018

Purpose: The purpose of this study was to examine the relationship between nursing professionalism, academic emotional regulation, and college life adjustment level and to identify the influence of nursing professionalism and academic emotional regulation on college life adjustment. Methods: Data collection was conducted with 142 junior and senior nursing college students using structured self-reported questionnaires. Data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, Pearson correlation coefficient, and hierarchical multiple regression analysis using SPSS 22.0. Results: There was a positive correlation between nursing professionalism, academic emotional adjustment, and college life adjustment. The significant predictors of overall college life adjustment were major satisfaction, nursing professionalism, and academic emotional regulation. The significant predictors of clinical practice adjustment were gender, major satisfaction, and nursing professionalism. Conclusion: When developing a program to improve college life adjustment in nursing college students, it is necessary to find ways to improve nursing professionalism and academic emotional regulation as well as major satisfaction.

• Human Ecology Research
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• v.59 no.2
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• pp.157-168
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• 2021

The purpose of this study was to examine the pathways between mothers' inappropriate smart device usage habits, preschoolers' immersion tendency and self-regulation, and children's cognitive ability. The subjects of the study were 308 preschoolers aged 4 and 5 years and their mothers in Seoul, Gyeonggi-do, Incheon, Gangwon-do, Daejeon, Busan, and Mokpo. Data were analyzed with descriptive statistics, t-test, one-way ANOVA, and Pearson correlation using the SPSS 25 program. A sequential mediation model was analyzed using the AMOS 22 program. Mothers' inappropriate smart device usage habits were found to have a negative effect on the preschoolers' self-regulation, and this association was mediated by the preschoolers' smart device immersion tendency. These findings show the mechanisms through which mothers' inappropriate smart device usage habits negatively affect preschoolers' smart device immersion and self-regulation which, in turn, has a negative impact on cognitive ability

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.1-17
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• 2015

The purpose of this study is to investigate the relationship between peer interaction, self-regulation and leadership of young children, and examine the mediating effect of self-regulation ability in the effect of peer interaction on the leadership of young children. The subjects of the study were 211 children aged 4 to 5 who attended in child education institutes in the Seoul-Incheon area. A survey was conducted on teachers who worked in kindergartens and day care centers with questionnaires, and the collected data were analyzed. For data analysis, SPSS WIN 21 program was used to calculate mean, standard deviation, skewness, and kurtosis, and correlation analysis was conducted. Also, the structural equation model was validated using Amos 21, and the following results were obtained. First, the positive peer interaction, self-regulation and leadership of children were positively associated. Second, the peer interaction did not have a significant effect on the leadership of young children, and the self-regulation of young children had a positive effect on the leadership of young children. It was found that peer interaction had a positive effect on the self-regulation of young children, and in the relationship of effects on the leadership of young children, the self-regulation was found to play a role of significant mediating effect. Such results are remarkable elements in leadership education for young children, implying the importance of peer interaction and self-regulation of young children.

• The Journal of Korean Society for School & Community Health Education
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• v.21 no.2
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• pp.39-57
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• 2020

Objectives: This study was to develop a measurement scale that explains aggressive regulation behavior of middle school student, based on Ajzen's Theory of Planned Behavior (TPB) and verify its validity and reliability. Methods: The basic items were modified by selecting 41 items of middle school student aggressive behavior measurement scale. Through the content validity test, 63 first preliminary question items and 42 second preliminary question items were developed. The participants were 286 middle school students. The collected data were analyzed using content validity, correlation coefficient, exploratory factor analysis, confirmatory factor analysis, reliability and Cronbach α. Results: In this study, it was proved that the most important variable showing aggressive regulation behavior was aggressive regulation intention. This study was composed of 4 factors for direct measurement(attitude toward the behavior, subjective norm, perceived behavioral control, behavior intention) and 5 factors for indirect measurement(behavioral beliefs, outcome evaluation, normative beliefs, motivation to comply, control beliefs). The total variance was 65.4% and 67.6%, respectively, and the reliability was .90, .82. Finally, 42 questions were developed. Conclusion: We found the questionnaire used in this study was valid and reliable as a measure scale to explain the aggressive regulation behavior of middle school student based on TPB. Therefore, it is concluded that the aggressive regulation behavior scale could be a useful scale for the measurement of the aggressive regulation behavior of middle school student.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.371-388
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• 2002

The purpose of this study is to analyze the effects of interaction based on contingent regulation between teacher and underachiever in elementary mathematics. For this purpose, research questions are established as follows; (1) Is there any difference between contingent regulation and natural regulation in mathematics achievement\ulcorner (2) Is there any difference between contingent regulation and natural regulation in affectionate perspective\ulcorner (3) Is there any difference between contingent regulation and natural regulation in adult regulation\ulcorner Two classes of fifth grade Children(10 children) were sampled from an elementary school in city of Daegu. One of them was assigned to the contingent regulation group and the other to natural regulation group. An experiment was conducted for 7 weeks. Two kinds of test instruments were used : pre-test and post-test. The pre-test scores guaranteed that both groups were homogeneous. Post-test was used to identify two effects(research questions (1) & (2)) and the post-test scores were analyzed by t-test. The results were as follows. (1) There was significant difference between contingent regulation and natural regulation in mathematics achievement. This means that experiment group was higher than control group and the interaction effect of contingent regulation was higher in post-test. The self-control indicated in experiment group. (2) There was slightly significant difference between contingent regulation and natural regulation in affectionate perspective. This means that experiment group turned to slightly positioner in post-test. (3) There was significant difference between contingent regulation and natural regulation in adult regulation. In other words, level of contingent regulation changed depending on underachievers' ability but level of natural regulation didn't change. Therefore, I suggest that contingent regulation based on Vygotsky theory would provide effective mathematics education for underachievers in elementary mathematics.

• The Journal of Korean Medical History
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• v.29 no.2
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• pp.107-115
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• 2016

Purposes : The Purpose of this study was to review a current status on acupuncture and traditional Chinese medicine in Canada focusing on the rules of regulatory bodies of 5 states including legislation history, development in professional self-regulation, education and evaluation system. Methods : Based on literature review, we studied on 5 legislated states cases, educational accreditation status and licensure system. We also interviewed on a person who is a chair of CTCMA & CARB-TCMPA and more TCM practitioners in British Columbia within educational topics. Results & Conclusions : Acupuncture legislations have been approved by the governments in Canada between 1988 and 2014 within the acceptance of self-regulation. Since then, regulatory bodies in each states have tried to strengthen their duties and rights as a healthcare professionals. Based on firm laws and regulations, occupational competency-based education in acupuncture and TCM has been gradually improved and established quite well in parallel with a development of higher educational system in Canada.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.27-51
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• 2018

The purpose of this study was to analyze that mother's daily hassles, children's cognitive regulation and children's emotive regulation are prospectively related on children's school readiness and to investigated the mediating role of children's cognitive regulation and children's emotive regulation between mother's daily hassles and children's school readiness. Also in particular children's sex. This study used data from 273 preschooler and their mothers from kindergartens and child care centers located in Seoul and Gyeonggi-do. The data was processed by SPSS 24.0 and Mplus 6.0. Pearson's correlation, confirmatory factor analysis(CFA), structural equation modeling(SEM), multi group analysis were used to find out the relationships and mediating effect. The results of this study were as follows: First, mother's hassles had a direct effect on children's cognitive regulation and children's emotive regulation. However, mother's hassles didn't have a direct effect on physical health and motor development, cognition development and general knowledge, social-emotional development, and life habit and attitude. Second, children's cognitive regulation had a direct effect on physical health and motor development, cognition development and general knowledge. And children's emotive regulation had a direct effect on social-emotional development. Third, children's cognitive regulation fully mediated the relation between mother's hassles and physical health and motor development, cognition development and general knowledge of school readiness. Also, children's emotive regulation fully mediated the relation between mother's hassles and social-emotional development of school readiness. Forth, mother's hassles had a little effect on boy's cognitive regulation, but boy's cognitive regulation had effect on physical health and motor development of school readiness stronger than girls.

• Journal of Science Education
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• v.46 no.3
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• pp.255-265
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• 2022

The purpose of this study is to analyze and compare brain activation that appears in the self-regulation process of biology major and non-major college students in life science learning. The self-regulation task implemented a life science learning situation with the concept of biological classification. The brain activation of college students was measured and analyzed by fNIRS. In the assimilation process, bilateral FP and left DLPFC show significant activation, and the two groups show a difference in the left OFC activation related to motivation and reward. In the conflict process, the left DLPFC shows significantly lower activation in common, and the two groups show a difference in activation between BA 46, which is related to recent memory, and BA 47, which is related to long-term memory. In the accommodation process, a significantly high activation was found in right DLPFC in common, and the two groups show a difference in activation between right DLPFC and right FP. These areas are in the right frontal lobe area and are related to the understanding of life science knowledge. As a result of this study, it can be seen that the brain activation patterns of biology major and non-major college students are different in the self-regulation process. In addition, we will propose additional neurological studies on self-regulation and present systems and learning strategies that can be constructed in school settings.