• Title/Summary/Keyword: Self regulation

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Relationships Between Children's Impulsivity, Sociodramatic Play and Children's self-regulation (유아의 충동성 기질 및 사회극놀이 참여도와 자기규제간의 관계)

  • Ohm, Jung Ae
    • Korean Journal of Child Studies
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    • v.25 no.5
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    • pp.41-58
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    • 2004
  • This study examined the relations between children's Impulsivity temperament, socio-dramatic play, and self-regulation of 4-year-old children. Subjects were 117 4-year-old children(59 boys and 58 girls) selected from three kindergartens. Each mother completed a questionnaire on her child's temperament. Naturalistic observations of total socio-dramatic play, complex socio-dramatic play, solitary dramatic play and of self-regulation in two classroom contexts - clean-up periods and group circle time - were conducted for obtaining data. Significance was analyzed by Pearson's correlation and multiple regression analysis. Children's Impulsivity was negatively related to self-regulation and to total and complex socio-dramatic play, but impulsivity was positively related to solitary dramatic play. Total and complex socio-dramatic play was positively related to self-regulation while solitary dramatic play was negatively related to self-regulation. Total and complex socio-dramatic play, and solitary dramatic play displayed a mediating role between impulsivity and self-regulation during clean-up periods.

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The Mediating Role of Self-Regulation Between Digital Literacy and Learning Outcomes in the Digital Textbook for Middle School English

  • LEE, Jeongmin;MOON, Jiyoon;CHO, Boram
    • 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.

The Effects of Group Composition of Self-Regulation on Project-based Group Performance

  • LEE, Hyeon Woo
    • Educational Technology International
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    • v.11 no.2
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    • pp.105-121
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    • 2010
  • Collaborative learning encourages the use of high-level cognitive strategies, critical thinking, and interpersonal relationships. Despite these advantages, most instructors reveal the difficulties of using project-based collaborative learning; a common problem is the failure of the group to work effectively together. Thus, this study attempted to provide practical advice on group composition with self-regulation. In a college course, 31 groups with 129 students were asked to discuss and prepare the final presentation material and present it together as a collaborative work. All students' self-regulation skills were measured at the beginning of the semester, and the collective self-regulation was computed as an average of the individual scores of each group. The results of regression analysis indicate that the group's collective self-regulation shows a highly significant positive effect on group performance and satisfaction, as self-regulation predicts individual academic performance. The results also show that there is a significant positive relationship between students' self-regulation and participation in group work.

The Relations among Intelligence, Parenting Environment and Self-Regulation of Preschool Children (유아의 지능, 가정양육환경 및 자기조절능력과의 관계)

  • Kim Hye-Soon;Kang Gi-Sook
    • Journal of Families and Better Life
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    • v.23 no.4 s.76
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    • pp.17-26
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    • 2005
  • The purpose of the this study was to identify the relations among intelligence, parenting environment and self-regulation of preschool children. The subjects were 81 children between the ages 3 and 6 and their mothers from one day-care center in Seoul. T-test, correlation analysis, multiple regression analysis were used for data analysis. First, the result of this study showed that children's self-regulation ability by sex difference was significant to only girls and children's self-regulation ability by no was not significant. Parents who had higher educational background were positively related to children's intelligence and children's self-regulation ability was significant to mothers' educational background. Second, the preschool children who got higher scores in intelligence scale were higher self-regulation ability. Third, the young children's self-regulation ability showed significance only in motor intelligence which was one of the subscales of intelligence scale. Fourth, the effect of children's intelligence and parenting environment on preschoolers' self-regulation were relatively presented as intelligence($\beta$=.34, p<.01), trauma state($\beta$=0.31, p<.05) and development state($\beta$ =.23, p<0.5) which were subscales of parenting environment.

Relationships between Child′s Self-Regulation and Stress (아동의 자아통제능력과 스트레스와의 관계)

  • 정현희;최경순
    • Journal of the Korean Home Economics Association
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    • v.39 no.9
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    • pp.175-188
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    • 2001
  • The purpose of this study was to examine the relationships between child's self-regulation and stress according to child's sex. The subjects for this study were 380 children of 5-6th grade selected from elementary schools in Busan. Lee, Soon-Kyu's questionnaires(1994) on child's self-regulation and Han, Mi-Hyun's questionnaires(1996) on child's stress were used. Statistical techniques such as Manova, Pearson's correlation, multiple regression, canonical were used. The resets were as follows : (1) According to sex, there were significant differences in child's self-regulation and stress. The girls showed more self-regulation and higher friend-related stress than the boys. The boys showed higher parent-related stress than the girls. (2) Relationships between child's self-regulation and stress showed as follows : The boys who used more impulsive-control perceived lower friend-related stress, lower school-related stress, lower teacher-related stress, and lower surroundings-related stress. And the boys who used more behavioral-control perceived lower school-related stress, lower teacher-related stress, and lower surroundings-related stress. (3) The predicted variable for boy's friend-related stress was impulsive-control. The predicted variables for boy's school-related stress, teacher-related stress and surroundings-related stress were impulsive-control and behavioral-control. (4) Among three dimensions of self-regulation for boy, the effective variables were impulsive-control and behavioral-control. And among six dimensions of stress were surroundings-related stress, school-related stress and friend-related stress. Implications of this study were discussed in terms of child's self-regulation and stress.

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The Mediating Roles of Preschoolers' Self-regulation in the Relationship Between Maternal Parenting Behaviors and Preschoolers' Excessive Immersion in Smartphones (어머니의 양육행동과 유아의 스마트폰 과몰입 간의 관계에서 유아의 자기조절능력의 매개적 역할)

  • Park, Bokyung;Park, Nam-Shim
    • Korean Journal of Childcare and Education
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    • v.14 no.5
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    • pp.117-136
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    • 2018
  • Objective: This study examined the mediating roles of preschoolers' self-regulation in the relationship between maternal parenting behaviors and preschoolers' excessive immersion in smartphones. Methods: A total of 268 mothers of preschoolers responded to questionnaires on three research variables. Data were analyzed by correlation analyses and regression analyses. Results: First, maternal warmth/encouragement was negatively related to preschoolers' excessive immersion in smartphones, while maternal overprotectiveness/permission and rejection/neglect were positively related to preschoolers' excessive immersion in smartphones. Second, maternal warmth/encouragement and limit setting were positively linked to preschoolers' self-regulation, but maternal overprotectiveness/permission and rejection/neglect were negatively linked to preschoolers' self-regulation. Third, preschoolers' self-regulation was negatively associated with their excessive immersion in smartphones. Finally, preschoolers' self-regulation fully mediated the relationship between maternal warmth/encouragement and preschoolers' excessive immersion in smartphones, and preschoolers' self-regulation partially mediated the relationship between maternal overprotectiveness/permission, rejection/neglect and preschoolers' excessive immersion in smartphones. Conclusion/Implications: The results of this study suggest that positive maternal parenting behaviors and preschoolers' effective self-regulation are important in order to decrease preschoolers' smartphone overuse. These findings provide empirical evidence to develop programs for prevention and intervention of preschoolers' smartphone addiction.

Teacher-Child Relations : Interactions with Children's Peer-Competence and Self-Regulation (교사-유아의 관계와 유아의 또래유능성 및 자기조절능력 간의 관계연구)

  • Lee, Sean-Aie;Hyun, Eun-Ja
    • Korean Journal of Child Studies
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    • v.31 no.2
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    • pp.1-15
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    • 2010
  • The purpose of this study was to analyze the teacher-child relationship as it is self-conceived by teachers in regards to children's peer-competence and self-regulation and to also examine how the teacher-child relationship affects peer-competence and self-regulation. 17 teachers were surveyed using the Student-Teacher Relationship Scale, Peer-Competence Scale and Self-Regulation Scale in regard to approximately 270 children (aged 4-5 years old). Our results indicated that the pro-sociality, sociality, and leadership qualities of child peer-competence correlated positively with the friendliness of teacher-child relationships but correlated negatively in cases of conflicts within the teacher-child relationship. The factors of self-appraisal, self-determination and behavior inhibition of child self-regulation were found to be positively related with the friendliness of teacher-child relation but related negatively with presence of the conflict within the teacher-child relationship. It was also found that sociable and self-determinative children tended to be on more friendly terms with teachers.

A Study of the Relationship among Self Efficacy, Self Regulation, Situational Barriers and Self Care Behavior in Patients with Diabetes Mellitus (당뇨병 환자의 자기효능, 자기조절, 상황적 장애, 자기간호행위간의 관계)

  • 구미옥
    • Journal of Korean Academy of Nursing
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    • v.24 no.4
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    • pp.635-651
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    • 1994
  • The purpose of this study was to identify the degree of self efficacy, self regulation, situational barriers and self care behavior in patients with diabetes and to identify the relationships among those variables. Ninety five non insulin dependent diabetic patients participated. Data were collected by a self report questionnaire. The results are as follows 1) Mean scores for self care behavior were 4.64 (diet) and 6.60(medication) on a 7 point scale. 2) Mean scores for self efficacy were 65.12(diet) and 88.46 (medication) on a 100 point scale. 3) Mean score for self regulation was 0.42 on a 0-1 point scale. 4) Mean score for situational barriers was 1.48 on a 4 point scale. 5) Self efficacy was significantly highly correlated with self care behavior (r=0.72, P<0.01). 6) Self regulation(r=0.28, P<0.01), situational barriers(r=-0.32, P<0.01) were significantly correlated with self care behavior. 7) Self efficacy was significantly correlated with self regulation(r=0.25, P<0.01), situational barriers(r=-0.22, P<0.05). These results suggest that for improvement in self care behavior nurses should increase the level of self efficacy and self regulation in patients with diabetes and help these patients to cope with situational barriers.

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Relationships Between Children's Emotional Regulation, Perceived Self-Competence and Behavior Problem (아동의 정서조절능력 및 자기유능성지각과 문제행동)

  • Jeong, Hyeon-Hee;Chung, Soon-Hwa
    • Journal of the Korean Home Economics Association
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    • v.45 no.7
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    • pp.93-103
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    • 2007
  • The purpose of the study was to examine the relationships between children's emotional regulation, perceived self-competence and behavior problem. The subjects were 357 elementary school students in Busan. The questionnaires on children's emotional regulation, perceived self-competence and behavior problem were used. The results were as follows: (1) According to sex, there were significant differences in children's emotional regulation scores(venting and support pursuit), and according to birth order, there were significant differences in children's perceived self-competence scores and behavior problem scores. (2) There were significant correlations between children's emotional regulation scores and behavior problem scores, and also there were significant correlations between children's perceived self-competence scores and behavior problem scores. (3) Children's perceived self-competence and emotional regulation explained children's anxiety behavior, withdrawal behavior, aggressive behavior, distracted behavior and regressive behavior.

The Relationship between Leadership Life Skills, Social Competence, and Self-Regulation Ability of Scientifically Gifted and Regular Middle School Students (과학영재와 일반학생의 리더십 생활기술, 사회적 능력 및 자기조절능력 분석)

  • Hwang, Hee-Sook;Cho, Hwan-Ok
    • Journal of Fisheries and Marine Sciences Education
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    • v.23 no.3
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    • pp.388-399
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    • 2011
  • The purpose of this study was to analyze the relationship between leadership life skills, social competence and self-regulation ability of scientifically gifted and regular middle school students. The subjects for this study were 351 middle school students in Busan. The results of this study were as follows: First, scientifically gifted students had higher significant differences in leadership life skills, social competence and self-regulation ability than regular middle school students. Second, there were significant positive correlations between leadership life skills, social competence and self-regulation ability. Third, social competence and self-regulation ability affected leadership life skills. This suggests that social competence and self-regulation ability are important variables to develop and improve leadership life skills of gifted students.