• Journal of Families and Better Life
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• v.23 no.4 s.76
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• pp.35-53
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• 2005

In this study, the influence of mothers' parenting behaviors on children's strategies and competence of emotional regulation was examined. Further, the mediating effects of children's active-social support seeking and aggressive strategies on the above relationship were explored. The participants were W mother-child pairs. The children were 5th and 6th graders at two elementary schools in Kyunggi province and Kwangju metropolitan area The data were analyzed with descriptive statistics, factor analysis, Cronbach's alpha, Pearson correlations, standard multiple regressions and structural equation modeling analysis by LISREL 8.3. The main results of this study were as follows: (1) The more the mothers coached children with affection and reasoning, the more adaptive emotional regulation the children had; whereas children tended to have maladaptive emotional regulation in response to the mothers' rejecting and forceful parenting behaviors. Also, when children were coached by mothers with love, reasoning and consistent restriction, they used more active-social support seeking strategies, whereas they used more aggressive strategies when the mothers coached children with rejecting and forceful parenting behaviors. The more the mothers were rejecting, forceful and intervening, the more the children used passive-avoidant strategies. (2) The more the children used active-social support seeking strategies and the less the children used aggressive strategies, the more likely they had adaptive emotional regulation. The more the children used aggressive strategies, the more likely they had maladaptive emotional regulation. (3) Children's active-social support seeking strategies played a partial mediating role between mothers' affectionate and reasoned coaching and children's adaptive emotional regulation. These strategies, on the other hand, played a full mediating role between mothers' consistent restriction and children's adaptive emotional regulation. Children's aggressive strategies played a partial mediating role between mothers' rejecting and forceful parenting behaviors and children's maladaptive emotional regulation. Mothers' non-intervention had an influence on neither the children's aggressive strategies nor their maladaptive emotional regulation.

• Journal of Korean society of Dental Hygiene
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• v.24 no.2
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• pp.187-195
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• 2024

Objectives: This study aimed to explore ways to improve the level of positive psychological capital of dental hygiene students. After comparing the levels of positive psychological capital, social support, and emotional regulation ability of dental hygiene students and identifying correlations, the sub-factors of social support and emotional regulation ability that affect positive psychological capital were identified. Methods: A survey of 70 questions was conducted targeting 310 dental hygiene students in Gyeonggi-do and Chungcheong-do. The results were subjected to exploratory factor analysis, frequency analysis, t-test, one-way ANOVA, correlation analysis, and multiple regression analysis using the PASW statistics 18.0 program. Results: The level of positive psychological capital was high when students had high grades and perceived positive relationships with professors and peers (p<0.001). Factors highly correlated with positive psychological capital include 'self-emotional regulation ability' among 'emotion regulation abilities' (r=0.665, p<0.001), and 'emotional support related to daily life' recognized 'social support' (r=0.635, p<0.001), followed by 'social support' (r=0.602, p<0.001). Factors affecting positive psychological capital include 'self-emotion recognized ability' (β=0.377, p<0.001), 'quality of professor relationship' (β=0.201, p<0.001), and 'emotion control ability'. Among 'social support', 'emotional support related to daily life' (β=0.201, p=0.003) and 'grades' (β=0.159, p<0.001), and among 'social support', 'social-related support' (β=0.149, p=0.016), followed by 'grade' (β=0.076, p=0.043) were identified. Conclusions: To improve the positive psychological capital of dental hygiene students, efforts should be made to improve self-emotion regulation ability, professor relationships, emotional support related to daily life, and social support.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.352-361
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• 2019

The purpose of this research is to verify the mediation effect of emotional regulation on the relationship between social anxiety and relational aggression in higher-grade elementary school girls. The research was conducted with 177 female students in grades 4, 5, and 6 attending an elementary school in Inchon, South Korea, and the results were used as a social anxiety scale, an emotional regulation ability scale, and a relational aggression scale. From using the data for multiple regression analysis, the results of this study are as follows. First, social anxiety showed a significant negative correlation with emotional regulation, and showed a significant positive correlation with relational aggression. Emotional regulation and social anxiety showed a significant negative correlation with relational aggression. Second, emotional regulation was fully mediated from the effect of social anxiety on relational aggression. Third, as a result of verifying the mediating effects from subordinate factors of emotional regulation on the relationship between social anxiety and relational aggression, positive emotional regulation, such as problem-centered coping support seeking was found to be partially mediated, whereas negative emotional regulation, such as emotional divergence, aggressive expression, and avoidance, was found to be fully mediated. Finally, the implications and limitations of this study are discussed.

• The Journal of the Korea Contents Association
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• v.13 no.2
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• pp.296-307
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• 2013

The purpose of this study is to effect of social exclusion on depression of married in rural areas mediated by emotion regulation strategies of the 206 immigrant women in chungcheongbuk-do. The study main results are as follows. First, Results of correlation analysis show positive(+) correlation of the relational exclusion, cultural exclusion, community exclusion, basic service exclusion, economical exclusion, and negative(-) correlation of the positive emotion regulation strategies, negative emotion regulation strategies. Second, Results of hierarchical regression are positive(+) effect of the relational exclusion, community exclusion, economical exclusion, negative(-) effect of the social participation exclusion, exclusion. Third, Results of path verify that effect of social exclusion on depression perfect mediated by emotion regulation strategies. Therefore, To decrease of Depression of Immigrant Women in Rural Areas is to decrease Social Exclusion, Also there is included positively a strategy to increase of emotion regulation strategies.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.437-443
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• 2022

The purpose of this study was to identify the mediating effect of self-regulation in the relationship between nursing professionalism and social responsibility of the nursing students. The participants of this study were 179 nursing students in S university of Gyeonggi-do, Korea. Data were collected using structured questionnaires and analyzed using SPSS WIN 25.0 program. As a result of the study, There were statistically significant positive correlation between nursing professionalism, self-regulation and social responsibility. Also, nursing professionalism affected social responsibility and self-regulation had a partial mediating effect in the relationship between nursing professionalism and social responsibility. The results are recommended to be applied by developing various programs to improve nursing professionalism and self-regulation in order to produce nurses with social responsibility in university.

• Korean Journal of Childcare and Education
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• v.14 no.5
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• pp.65-84
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• 2018

Objective: This study investigated the effects of discussion using personality picture books on young children's self-regulation ability and pro-social behaviors. Methods: Participants consisted of thirty-nine 5-year-old children who were going to a kindergarten in Gwangju metropolitan city. Nineteen children belonged to the experimental group and twenty children to the comparative group. The experimental group carried out discussion using personality picture books, and the comparative group carried out conversation activities. Results: The results of this study demonstrated that the experimental group scored higher than the comparative group in self-regulation ability and pro-social behaviors. That is to say, the experimental group scored higher than the comparative group in three sub factors of self-regulation ability and seven sub factors of pro-social behaviors. Conclusion/Implications: It is significant that this study provides useful information about discussion using personality picture books with young children that can be used in the early childhood field.

• Educational Technology International
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• v.23 no.1
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• pp.1-39
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• 2022

We study emotion regulation in a distant CABLe (Collaborative Argumentation Based-Learning) setting at university. We analyze how students achieve the group task of synthesizing the literature on a topic through scientific argumentation on the institutional Moodle's forum. Distinguishing anticipatory from reactive emotional regulation shows how essential it is to establish and maintain a constructive working climate in order to make the best out of disagreement both on social and cognitive planes. We operationalize the analysis of anticipatory emotional regulation through an analytical grid applied to the data of two groups of students facing similar disagreement. Thanks to sharp anticipatory regulation, group 1 solved the conflict both on the social and the cognitive plane, while group 2 had to call out for external regulation by the teacher, stuck in a cyclically resurfacing dispute. While the institutional digital environment did afford anticipatory emotional regulation, reactive emotional regulation rather occurred through complementary informal and synchronous communication tools. Based on these qualitative case studies, we draw recommendations for fostering distant CABLe at university.

• Journal of Families and Better Life
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• v.20 no.6
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• pp.61-68
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• 2002

Relations of regulation, negative emotionality and problem behaviors to school adjustment were examined for 1,105 elementary school children from 558 2nd grade and 547 5th grade. Children reported their regulation and negative emotionality and teachers rated children's problem behaviors such as hyperactive and withdrawal behaviors and school adjustment including school life, grades, social competence with peers and teacher. Measures of problem behaviors were highly contributed to the prediction of children's school adjustment, especially hyperactive to school life and grades and withdrawal to social competence with peers and teacher. Behavioral regulation was associated with school adjustment including school life and social functioning with teacher and was able to modulate the influence of hyperactive. It was found that depression had both direct and indirect effects via withdrawal behavior on school adjustment.

• 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.12 no.2
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• pp.167-182
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• 2016

This study examined the effects of fathers' play participation on young children's social competence and self-regulation. The subjects consisted of 180 fathers with children at ages between 4-7 years old from 2 preschools and 3 kindergartens located in Y city in Gyeonggi province. The analyses used for this study included the t-test and multiple regression analysis. The main findings are as follows. First, fathers' play participation was not different by sociodemographic characteristics such as fathers' age, educational level, and job. Second, fathers' participation in functional play, role play, and constructive play was positively related to social activator, reassurance, and cooperation among subscales on children's social competence. Also, fathers' participation in games was negatively related to reassurance among children and positively related to hypersensitivity among children. Third, fathers' participation in role play and functional play was positively related to children's self-monitoring and self-control. These findings suggest emphasizing fathers' play participation to improve children's social competence and children's self-regulation, and it can be helpful to underline fathers' education and to develop programs for fathers' play.