• Journal of Families and Better Life
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• v.28 no.6
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• pp.47-57
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• 2010

This study examines the effects of parental variable(parental support and supervision), temperament(activity level, attention span/persistence, and emotionality) and the internal locus of control on self-regulation of children. Data were collected from 455 5th and 6th graders and analyzed with Pearson's correlations and pathway analysis. The results were as follows : Children's temperament, internal locus of control and parental variable directly affected children's self-regulation. Parental variables mediated between children's temperament and internal locus of control and self-regulation. Internal locus of control mediated between children's temperament and self-regulation: in addition, the most important variable predicting children's self-regulation was children's attention span/persistence temperament.

• 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 Information Technology Services
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• v.22 no.5
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• pp.51-70
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• 2023

The Personal Information Protection Commission has been promoting the adoption of co-regulation to replace/improve the existing self-regulation programs since 2022. While the Commission's co-regulation framework has received positive feedback for its contribution to address the regulatory issues, it has also faced criticism for being seen as "co-regulation in appearance only without any real differentiation from existing self-regulation." This study aims to examine the case of industry-specific co-regulation proposed by the Personal Information Protection Commission, with the objectives of 1) determining whether their approach can be categorized as a type of co-regulation with differentiation from the existing self-regulation programs, and 2) proposing improvements for successful regulation. The 'co-regulation' of the Commission can be classified as a form of co-regulation that differs with traditional self-regulation, as it involves government and private organizations collaborating to establish self regulatory codes reflecting industry-specific characteristics as well as provides interest groups with incentives to comply with the codes. The co-regulation framework is evaluated to some extent as successful, but there is still room for improvement in three major aspects. (1) When selecting the areas for co-regulation, a focus should be placed on areas where technological changes are rapid, and government regulations should be applied in areas where they are not. (2) It is necessary to enhance the expertise of regulatory agencies, and (3) ensuring the democratic nature of regulation, such as encouraging the participation of civil organizations, is necessary.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.389-400
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• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• Asia Marketing Journal
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• v.21 no.1
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• pp.89-112
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• 2019

To investigate the interplay between individual and collective self-regulations, the authors propose a dialectic process that describes the changes in the locus of self-regulations between individual self and collective self. The results from three studies display a strong support for the two sets of hypotheses drawn from the proposed process. Our findings demonstrate that consumers can move the locus of self-regulation from individual-self to collective-self when a social identity is activated (preliminary study and study1). Further examination of regulatory swing between individual and collective regulatory orientations revealed group identification as a key variable in determining the locus of self-regulation (study2). While a consumer with a high level of group identification changes her locus of self-regulation from an individual to a collective (a regulatory shift) and evaluated messages and products framed consistent with their group orientation, a consumer with low level of group identification maintains her locus of self-regulation in her personal level of self (a regulatory preservation) and evaluated messages and products framed consistent with their personal regulatory focus.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.81-96
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• 2017

Objective: The purpose of this study is to present a detailed view of the self-regulation of 5-year-old children based on parental attitudes and consistency. Methods: The research was conducted among 144 pairs of parents (288 people) of 5-year-old children residing in Seoul. Results: The resultsare as follows. First, with regards to self-regulation based on a child'sgenderand mother's parental attitudes, sub-factors such as parental attitudes and parental interaction were found to have significant effects on self-determination. Also,parental attitudes and parental interaction were found to have significant effects on the sub-factors of self-monitoring, such as self-evaluation and self-determination and the sub-factors of self-regulation, such as behavioral inhibition and emotionality. Second, the percentage of parents whose parental attitude was consistent at 58.3%, which is higher than the percentage of parents whose parenting attitude was inconsistent at 41.7%. The results of self-regulation were significantly higher when parental attitudes were consistent than when they were inconsistent. Conclusion/Implications: This research is significant in that it offered a concrete view of parental attitudes and consistency status that affect child's self-regulation.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.117-128
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• 2019

Objective: The purpose of this study is to investigate the effect of mother's acceptance parenting attitude and optimism on children's self-regulation including cognitive, emotional, and behavioral regulation. Methods: The subjects were 361 3, 4, 5 - year - old children and their mothers who attended to the early childhood education institutions. One-way ANOVA was conducted to find out age differences in self-regulation. The regression analysis were conducted to find out whether the mother's optimism could predict their children's self-regulation. The stepwise regression analysis were conducted to find out whether the mother's acceptance parenting attitude could predict their children's self-regulation. Results: As for the self-regulation, there were significant age differences in the cognitve regulation and the behavioral regulation, but not in the emotional regulation. It implies that the abilities of cognitive and behavioral regulation increase as the age level goes up. As for the relations between mother's optimism and their children's self-regulation, only the permanence factor of the mother's optimism predicted children's cognitive, emotional, and behavioral regulation. As for the relations between mother's acceptance parenting attitude and their children's self-regulation, two components of mother's acceptance parenting attitude (unconditionally love & right) could predict children's cognitive, emotional, and behavioral regulation. The component of unique could predict the cognitive and emotional regulation. Conclusion/Implications: These results suggest that mother's optimism and acceptance parenting attitude positively affect on the development of self-regulation ability in children.

• Korean Journal of Human Ecology
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• v.18 no.6
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• pp.1209-1219
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• 2009

The purpose of this study examined the path model of maternal emotional expression, temperament and self-esteem on emotion regulation among children. The subjects were 487 5th and 6th graders. Data was gathered through questionnaires reported by children and their mothers and analyzed by structural equation modeling. The results showed that children's 'activity level' temperament and maternal negative emotional expression directly affected maladaptive emotion regulation. Children's 'emotionality' temperament and maternal positive emotional expression directly affected adaptive emotion regulation. Children's 'approach-flexibility' temperament and self-esteem directly affected both maladaptive and adaptive emotion regulation. Maternal emotional expression and children's self-esteem mediated between children's temperament and emotion regulation. Additionally, the most important variable predicting children's maladaptive emotion regulation was the children's 'activity level' temperament, and the most important variable for adaptive emotion regulation was the children's 'emotionality' temperament.

• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.21-39
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• 2018

Objective: This study was to examined the mediating effect of active emotion regulation and marital quality in the relationships between self-compassion and maternal-fetal attachment. Methods: A questionnaire was administered to 836 pregnant women and the data were analyzed by SPSS21 and M-plus7, and statistical analysis, frequency analysis, and then structural equation modeling were performed. Results: First, self-compassion directly affects maternal-fetal attachment. Second, self-compassion was indirectly influenced by maternal-fetal attachment through active emotional regulation. Third, self-compassion indirectly affects maternal-fetal attachment through marital quality. Fourth, in regards to the relationship between self-compassion and maternal-fetal attachment, active emotional regulation and marital quality were mediated. Conclusion/Implications: we discussed implications for enhancing self-compassion and active emotional regulation and enhancing marital quality to increase the maternal-fetal attachment of pregnant women.

• Korean Journal of Child Studies
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• v.38 no.1
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• pp.17-31
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• 2017

Objective: The purpose of this research was to examine the effects of parents' childhood attachment representations and parenting behavior in developing early childhood self-regulation, a developmental skill. Methods: This research was conducted with 171 preschoolers, 171 parent couples, and 22 teachers of 5-year-old classes in kindergartens and children's houses in Seoul. Results: First, there was significant correlation among parental childhood attachment representations, parenting behavior, and child self-regulation. Second, parental attachment representations and parenting behavior were shown to affect self-monitoring, a subvariable of self-regulation, and were influenced by maternal independence-oriented parenting behavior, maternal attachment representation, and parental attachment representation. As factors affecting self-control, a subvariable of self-regulation, they were influenced by maternal attachment representation, and maternal and paternal affectionate parenting behavior. Lastly, as factors affecting self-control, they were influenced by attachment representation to parents of origin, maternal affectionate parenting behavior, and maternal independence-oriented parenting behavior. Conclusion: This research revealed that parental childhood attachment representations and parenting behavior are important variables affecting the development of self-regulation in preschoolers. This finding can be used as basic data for parent education content to help preschoolers grow healthier and happier and as basic data for a program to improve parent-child attachment.