• Korean Journal of Child Studies
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• v.12 no.1
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• pp.5-20
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• 1991

The purpose of this study was to investigate developmental tendencies and age-related differences in the relationship between children's cognitive and emotional perspective-taking ability. The subjects were 4-year-old (N=60), 6-year-old (N=60) and 8-year-old (N=60) children. In each group, there were an equal number of boys and girls. Feshbach & Roe's child perspective-taking ability test was modified for this study. The test included four facial expression cards and six different stories inducing three types of emotion: happy, sad and angry. This experiment consisted of a 3 (age) by 3 (emotional stories: happy, sad and angry) factorial design. The dependent measures were two response types: emotional and cognitive perspective-taking ability. The results showed that both cognitive and emotional perspective-taking ability increased with age. Happy emotional perspective-taking ability developed earlier than sad and angry perspective-taking ability. The correlation between cognitive and emotional perspective-taking ability increased with age.

• Journal of Internet Computing and Services
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• v.19 no.4
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• pp.65-70
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• 2018

Programming ability becomes an essential ability for elementary and secondary school students as well as computer science major students in modern information society. Thus, improving programming ability has long been a research project for computer scientists and teachers in IT areas. There have been many research works for improving programming ability in various ways. At first glance, emotional intelligence is generally known as humanistic intelligence, and nothing to do with computer areas. In the recent works, emotional intelligence has a correlation with various subjects. The purpose of this paper is to analyze correlation between emotional intelligence and programing ability. For this purpose, extensive survey works are carried out and statistical results are analyzed. Based on statistical analysis, it is concluded that there is a correlation between emotional intelligence and programming ability.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.1-14
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• 2019

Objective: This study examined the effects of mothers' reactions to children's negative emotions on the children's social power through children's emotional regulation ability. Methods: A total of 339 four-year and five- year old preschoolers, and their mother and teachers in Seoul and Gyeongi participated in the study. Data were analyzed by path analysis using AMOS 21.0 program. Results: The results were as follows: First, mothers' reactions to children's negative emotions were significantly related to children's emotional regulation ability and social power. Also, children's emotional regulation ability was significantly associated with children's social power. Second, mothers' reactions to children's negative emotions had indirect effects on social power - prosocial leadership and social dominance-through children's emotional regulation ability. Conclusion/Implications: The results of this study revealed the mediating role of children's emotional regulation ability between mothers' reactions to children's negative emotions and children's social power. Also, these findings will be helpful in order to understand children's social power and to develop parent education programs.

• Journal of Advanced Navigation Technology
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• v.16 no.2
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• pp.318-329
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• 2012

Flight attendants are the most important people which decides customer's satisfaction and service quality toward the airline service. Nowadays the service employees' emotional ability over self and others are considered to be a important service competence. And flight attendants' job performance are achieved in their team system. The purpose of this study is to examine how the service employees' emotional awareness and management abilities can affect their teamwork capability. This study was conducted through literature and empirical methods, and collected questionnaire was analyzed employing SPSS version 15.0 statistics package and AMOS 17.0. The result of this study was found that flight attendants who have high self-emotional ability and social-emotional ability show higher teamwork capability in their flights. It is meaningful because it expanded the range of the researches about the emotional ability and proposed new substructure of researches on the service human resources.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1252-1264
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• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.199-217
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• 2010

This study investigated the effects of an after-school picture-book program on the happiness and socio-emotional ability levels of first graders. The subjects consisted of 44 elementary school first graders; of these, 22 formed the experimental and 22 formed the control group. A detailed analysis of both happiness and socio-emotional ability levels was undertaken to determine the homogeneity of the two groups. A broad variety of activities using 12 picture-books were applied to the experimental group for twelve-week periods. The results of this study were as follows; the after-school program using picture books was effective in strengthening children's levels of both happiness and socio-emotional ability.

• Journal of the Korean Home Economics Association
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• v.48 no.7
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• pp.15-22
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• 2010

The purpose of the present study was to examine whether relational aggression was distinct from physical aggression in young children. Moreover, the association between emotional regulation, verbal ability, maternal love withdrawal and relational aggression were investigated. Participants were 3 year old 356 children recruited from middle income families. Children's verbal ability was assessed by interview and teachers' measurement of emotional regulation and relational aggression. The results presented that confirmatory factor analysis confirmed a 2-factor model. Emotional regulation, verbal ability, and maternal love withdrawal were significant predictors of relational aggression.

• Asia pacific journal of information systems
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• v.30 no.1
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• pp.167-187
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• 2020

College students experience more cyber bullying than youth and cyber bullying on college students may be more harmful than youth. But many studies of cyber bullying have been conducted in youth, but little has been studied for college students. Therefore, this study investigated the negative effects of college students' cyber bullying experience on cognitive processing ability and emotional states. The social support of friends has a buffering effect that prevents stress and reduces the influence on external damage in stressful situations. But the impact of parental social support is controversial. Traditionally, the social support of parents has been claimed to mitigate the negative effects of external damage. Recently, however, it has been argued that parental social support, without considering the independence and autonomy needs of college students, does not alleviate the negative effects. Therefore, this study examined how the social support of friends and parents moderate the negative impact of cyber bullying. The results show that the more college students experience cyber bullying, the lower their cognitive processing ability and emotional states. And, the higher the social support of friends, the lower the harmful impacts of cyber bullying on cognitive processing ability and emotional states. But, the higher the social support of parents, the higher the harmful impacts of cyber bullying on cognitive processing ability and emotional states.

• Korean Journal of Human Ecology
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• v.23 no.4
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• pp.613-631
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• 2014

Personality education activities based on the roots of empathy program were designed and practiced in this study to investigate their effects on young children's empathic ability and emotional intelligence. The subjects of this research were 60 five years old of 2 classes in 'W' kindergarten in 'I' city, Jeonra Buk province. We randomly assigned 30 children of one class to the experimental group and 30 children of the other class to the controlled group. The personality education activities based on the roots of empathy program was by the researcher. The results of this study are summarized as follows. First, the personality education activities based on the roots of empathy program improved children's empathic ability. And that effects are shown in all sub-areas of empathic ability(sorrow/burden/joy/fear). Second, the personality education activities based on the roots of empathy program improved children's emotional intelligence. And that effects are shown in all sub-areas of emotional intelligence(recognition and expression of emotion/promotion of thinking by emotion/application of emotional knowledge/emotional reflective control).

• Korean Journal of Childcare and Education
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• v.15 no.5
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• pp.47-68
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• 2019

Objective: The purpose of this study was to investigate the relationships between young children's temperament, emotional regulation ability and mother's parenting sense of competence. Methods: The participants were comprised of 315 young children who attend a kindergarten or day care center and their mothers from Seoul, Inchon, and Gyeonggi-do Province. They completed questionnaires on temperament, emotion regulation ability, and parenting sense of competence. The data were analyzed by frequency analysis, Cronbach's ${\alpha}$, Pearson's correlation coefficients, and multiple regression analysis. Results: It was observed that young children's regularity/adaptability was positively correlated with sense of competence as a parent and young children's emotional regulation. Young children's regularity/adaptability was negatively correlated with dissatisfaction as a parent and young children's emotional instability/negativity. Sense of competence as a parent was positively correlated with young children's emotional regulation and negatively correlated with young children's emotional instability/negativity. In addition, it was further found that the mother's parenting sense of competence tended to play a perfectly/partially mediating role between young children's temperament and young children's emotional regulation ability respectively. Conclusion/Implications: These results clearly indicated that parenting sense of competence plays a crucial role between young children's temperament and emotional regulation.