• Korean Journal of Child Studies
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• v.31 no.1
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• pp.83-99
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• 2010

This study examined whether children's self-esteem has a mediating effect upon the need for peer approval in terms of both depression and social competence. The participants of this study were 393 5th graders in Seoul and Gyeonggi-do. The children filled out questionnaires on the need for peer approval, self-esteem and depression. Teachers were asked to rate the levels of the children's social competence. Data were analyzed by means of structural equation modeling. Our results indicated that self-esteem mediated effects of the need for peer approvals on children's depression. Children who sought positive approval from peers had higher self-esteem, which in turn lowered the level of children's depression. Children who avoided negative approval from peers had lower self-esteem, which in turn contributed to children's depression. However, self-esteem did not have a mediating effect upon the need for peer approval in terms of children's social competence.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.107-125
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• 2019

Objective: The purpose of this study was to examine the effects of fathers' playfulness on their children's social competence and emotional regulation, and the moderating effects of the fathers' play participation level on the relationship between his playfulness and his child's social competence and emotional regulation. Methods: The participants in this study were 139 children and their fathers. The children were aged between four and five years old attending nine preschools in Seoul. The collected data was analyzed through Pearson's correlations, and hierarchical regression analysis using SPSS 21.0. Results: First, fun-loving fathers had a significant effect on the cooperation and sociability of their children. Second, fun-loving fathers had a significant effect on their children's emotional regulation. Third, fathers' play participation level moderated the relationship between them enjoying silliness and their children's sociability. Fourth, fathers' play participation level moderated the relationship between them being fun-loving and their children's emotional regulation. Conclusion/Implications: The results of this study address the need for a high level of fathers' play participation in relation to the development of their children's social competence and emotional regulation.

• Journal of the Korean Home Economics Association
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• v.41 no.12
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• pp.91-101
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• 2003

This study investigated the relationship between fathers' marital satisfaction, child rearing attitude and children's social competence. The subjects of this study were 274 fathers of 4-5 year old children who enrolled in kindergartens located in Seoul and metropolitan areas. Data was analyzed using the following methods：frequency, percentage, mean, Pearson's correlation analysis, multiple regression analysis and Cronbach's ${\alpha}$. As a result of this study, it was revealed that there were a significant relationship between the marital satisfaction and child rearing altitude of fathers and the social competence of children. However, this study showed that the child rearing attitude rather than the marital satisfaction of fathers was the more influential on the social competence of children.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.101-116
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• 1996

This study examined the relationship between kindergarten children's maternal attachment and their social competence. A total of 76 kindergarteners and their mothers were observed and videotaped in a strange situation. The modified ISCS(Iowa Social Competency Scales: Preschool Form) was administered to 76 mothers to assess their children's social competence. The data were analyzed by percentiles, Pearson's correlations, and t-test. The results showed a significant correlations between children's social competence and attachment to their mothers. Significant sex and sibling status differences in attachment were found. Social competence differed by demographic variables of sex, sibling status, and level of father's education.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.225-244
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• 2016

This study seeks to analyze how children's moral emotions affect their social competence. Moral emotions focus on empathy and sympathy. The purpose of this research is to offer basic data for establishing both amoral and emotional educational program. The subjects of this research involve 182 children(either 4 or 5 year olds) that have lived in Korea. Analysis of the collected data have yielded some interesting results. First, it is found that children's empathy and sympathy are dependent on children's age and their fathers' educational level; as a result, increasing the age of the children and their fathers' educational level are found to increase empathy and sympathy. Secondly, both empathy and sympathy scores are found to have correlation to the scores of positive reciprocity, capability, and interpersonal relation on social competence. Sympathy scores increase with respect to the leadership scores of social competence. Lastly, children's empathy is a factor that affects positive reciprocity, capability, interpersonal relation, and participation on social competence. Their sympathy affects leadership on social competence. The results of this study suggest that strengthening the empathy and sympathy levels of children could partially enhance their social competence.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.17-29
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• 2001

In this study, children's representation of attachment was assessed by the Attachment Story Completion Task(Bretherton, Ridgeway, & Cassidy, 1990) administered to 101 5-to 6-year-old children(56boys, 45girls). Teacher-child relationship and social competence were evaluated by a questionnaire administered to preschool teachers. Based on the children's representation of attachment in their narrative responses to the story stems, 56.4% of the children were classified as having secure, 22.8% as insecure-avoidant, and 20.8% as insecure-disorganized attachments. Children with secure representation of attachment exhibited more social competence and fewer behavioral problems in the child-care setting than children with insecure representation of attachment. This study showed that the child's internal model of attachment formed from experience with caregiver is capable of transmitting social relationships outside the home.

• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.249-259
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• 1997

The purpose of the study was to investigate the relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. fifty-four children aged 5 and 6 years and their mothers were observed and videotaped in a strange situation. Children were interviewed in order to assess interpersonal cognitive problem solving skill. teachers rated children's social development using modified ISCE(Iowa Social Competency Scale : Preschool Forma). The results showed that there were significant relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. children of the secure attachment to mothers were greater social activator, cooperative, alternative solution thought and consequential thought. In contrast, children of insecure attachment to mother were less social activator and cooperative, and more hypersensitive and apprehensive. Children's social competence was related to the interpersonal cognitive problem-solving skill.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.207-223
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• 2006

Classroom teachers measured children's social competence(SC). Thirty-two children were observed while they participated in cooperative art activities in homogeneous(high SC with high SC, or low SC with low SC) and heterogeneous(mixed SC) groups. Results showed that positive peer interaction was the most frequent type of interaction. Children with lower levels of social competence worked alone rather than in peer interaction. Children with higher levels of social competence showed more positive peer interaction. 'Imitating', a sub-item of dependent peer interaction, was most frequent in children with lower levels of social competence. Higher SC children maintained high SC regardless of grouping, but lower SC children showed significant differences in peer interaction between homogeneous and heterogeneous groups.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.139-151
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• 1999

This study examined the factor structure of social competence and the relationship between social competence and emotional intelligence in preschool children. The subjects were 503 3- to 6-year-old children. Instruments were the Emotional Intelligence Rating Scale for Preschool Children and The Social Competence Scale. The validity and reliability of the factor structures of The Social Competence Scale were confirmed. These factors were initiative, ability, and sociability. The relationship between The Social Competence Scale and the emotional intelligence scale was highly significant (r=.29, p<.001). Three sub-factors of The Social Competence Scale were significantly related to the total emotional intelligence score. Among the six sub-factors of emotional intelligence, 5 were related to the total score of social competence. These were utilization of emotion, empathy, appraisal and expression of self emotion, relationship with teacher, and relationship with peers.

• Korean Journal of Child Studies
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• v.17 no.2
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• pp.107-119
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• 1996

This study investigated social competence, peer contacts, and emotional development in children of lower SES employed mothers. Instruments were Choi's (1992) questionnaire on social competence, Pettit's (1988) questionnaire on peer contacts, and Kang's (1986) and Kim's (1993) questionnaires on emotional development. The data was analyzed by t-test. Social class differences were found in children's social capability, leadership and anxiety, in peer contacts, and in emotional disturbance and aggression.