• Journal of Families and Better Life
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• v.32 no.3
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• pp.137-146
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• 2014

The aims of this study were to investigate the relationships among mothers' emotion expression, preschool children's temperament, and preschool children's emotion regulation. The participants in this study were 75 5-year-old children from five child-care centers located in Seoul. The collected data were analyzed using simple regression and hierarchical multiple regression. The major findings were as follows. First, mothers' positive emotion expression had a positive influence on children's effortful control, and mothers' negative emotion expression had a positive influence on children's negative affect. Second, mothers' positive emotion expression had a positive influence on children's emotion regulation, while mothers' negative emotion expression had a negative influence on children's emotion regulation. Last, the effect of mothers' positive emotion expression on children's emotion regulation was fully mediated by children's effortful control. Also, the effect of mothers' negative emotion expression on children's emotion regulation was partially mediated by children's negative affect. These results suggest that mothers' emotion expression and children's temperament may predict children's emotion regulation.

• Journal of Families and Better Life
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• v.32 no.6
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• pp.47-58
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• 2014

The purpose of this study was to examine the effects of mothers' parenting behavior, preschool children's language ability and emotion regulation on peer competence and aggressive behavior. The subjects were 100 preschool children (49 girls and 51 boys; mean age, 70.30 months), their mothers and teachers, recruited from five daycare centers located in Gyeonggi-do area. Each child's language ability was assessed individually with the standardized measure, the Preschool Receptive-Expressive Language Scale and their teachers reported on the children's peer competence and aggressive behavior. Their mothers also reported on parenting behavior and their child's emotion regulation by questionnaire. The collected data was analyzed by correlation analysis and hierarchical regression. The main results of this study were as follows. First, preschool children's peer competence was positively related to maternal warmth and children's language ability. Their aggressive behavior was positively related to harsh maternal parenting but negatively related to emotion regulation. Second, hierarchical regression analyses revealed that children's language ability and maternal warmth predicted peer competence. Third, children's gender, emotion regulation, and harsh maternal parenting predicted aggressive behavior. These findings could provide basic information for programs and services to promote peer competence in preschool children.

• Korean Journal of Child Studies
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• v.35 no.6
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• pp.65-78
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• 2014

The purpose of this study was to examine the relationships between preschooler's sex, effortful control, working memory, and emotion regulation. The moderating effect of sex in the influences of effortful control and working memory on emotion regulation was also investigated. Eighty-eight children from the ages of 3 to 5 years participated in this study. A working memory task of the Korean Wechsler Intelligence Scale for Children IV(K-WISC-IV; Kwak, Oh, & Kim, 2011) was administered to the children. Their parents completed a very short form of the Children's Behavior Questionnaire(Putnam & Rothbart, 2006) and Emotion Regulation Checklist(Shields & Cicchetti, 1997). The results indicated that effortful control significantly predicted emotion regulation. Additionally the moderating effect of sex on the relationship between working memory and emotion regulation was significant. Specifically, the influence of working memory on emotion regulation was significant only in boys, but not in girls. This result suggested that effortful control has an effect on emotion regulation in a stable manner whereas working memory has different effects on the influence of emotion regulation according to sex.

• Human Ecology Research
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• v.52 no.5
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• pp.541-549
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• 2014

The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t -test, Pearson's partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children's behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children's play disconnection. Second, preschool children's emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children's emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys' play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.21-34
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• 2000

This investigation of developmental trends in children's emotional intelligence used the Emotional Intelligence Rating Scale for Preschool Children(Kim, 1998) to study 973 children. Significant age differences were found in 5 factors: 'utilization of emotion', 'regulation of emotion', 'handling of relationship between child and teacher' and 'handling of relationship with peers'. Children's emotional intelligence scores increased with age in 3 factors: 'utilization of emotion', 'empathy', and 'regulation of emotion'. Sex differences were found in 5 factors: 'utilization of emotion', 'empathy', 'appraisal and expression of self emotion', 'regulation of emotion', and 'handling of relationship between child and teacher'. In all factors, the scores of girls were higher than those the scores of boys.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.133-150
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• 2008

In this study of the influence of marital conflict and of children's temperament and emotion regulation on problem behavior, 194 mothers of 3- to 5-year-old children responded to the O'Leary- Poter Scale(1980), the Emotionality, Activity and Shyness scale(Buss & Plomin, 1984) and the Emotion Regulation Checklist(Shields & Cicchetti, 1997); teachers rated children's behavior on the Problem Behavior Questionnaire(Behar & Stringfield, 1974). Data were analyzed by independent t-tests, correlations, and multiple regressions. Results demonstrated that shyness, activity, and emotion regulation had direct effects on hostile-aggressive behaviors. Shy temperament had a direct effect on fearful-anxious behavior. Both marital conflict and temperament influenced hostile-aggressive behaviors indirectly through emotion regulation, implying a crucial role of emotion regulation in preschoolers' social development.

• Korean Journal of Human Ecology
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• v.23 no.2
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• pp.193-204
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• 2014

The aims of this study were to examine whether the preschool children's temperament predicted their emotion regulation in different situations. The participants in this study were 148 3-and 5-year-old children recruited from five child-care centers located in a middle-income region of Seoul. Statistical methods used for the data analysis were the frequencies, means, standard deviations, Pearson correlation, multiple regression. The major findings were as follows. The children's temperament contributed to individual differences in emotion regulation. The 3-year-olds' negative affectivity and surgency significantly predicted their mothers' ratings of the children's emotion regulation in everyday situations. The 5-year-olds' effortful control significantly predicted their teachers' ratings of the children's emotion regulation in everyday situations. In addition, the 5-year-olds' negative affectivity, effortful control, and surgency predicted the mothers' ratings of their children's emotion regulation. These results suggest that children's temperament are contributors to the development of their emotion regulation.

• Journal of Families and Better Life
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• v.29 no.2
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• pp.73-87
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• 2011

The purpose of this study is to investigate the influence of children's socia-demographic variables(i.e., gender, birth order, and the amount of time staying in kindergarten) on, leadership, self-regulation and children's peer play behaviors. The participants of this study are 336 children aged between five and seven in four classes in a private kindergarten and eight classes in a private preschool located in the capital region. The results revealed that, girls showed more leadership, self-regulation, and play interaction section than boys: whereas, boys showed higher response in play disruption and the lack of play disconnection. However, birth order, did not have a significant effect on the sub-domain of leadership, self-regulation competence, and peer play behaviors. As for the duration children stay in preschool or in preschool or kindergarten, children who spend half-day showed higher reaction in behavioral self-control and emotional taking abilities than children who stay in the preschool or kindergarten full day. On the other hand, self-esteem of full-time children was higher than half-time children. Children who were emotionally sensitive, knew how to lead their peer group, and those who were sociable and self-regulated presented to be more active in peer-interaction than others. Second, as the result of the correlation analysis reveals, children's leadership, self-regulation competence, peer play behaviors, and play interaction had a meaningful effect on the sub-variations of children's leadership and self-regulation and they showed significant influence upon play disruption and play disconnection. In addition, girls who were not able to manage or to inspect their behavior and had insensitive emotion demonstrated higher tendency to play disconnected. Children, who participated in full-day program with having difficulties in self-regulation or inspecting their behavior properly but had a strong leadership and insensitive showed play disruption highly.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.17-32
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• 2010

In this study, I examined the direct or indirect paths among the intra-personal factors as well as extra-personal factors affecting on children's peer competence. Subjects were 514 5-year-old children, their mothers, teachers. The teachers rated each children using Peer Competence Scale (Park, 2001) and completed emotion regulation and Student-Teacher Relationship Scale. The mothers responded to a questionnaire, including Parental Involvement Checklist (Cohen, 1989), parenting behaviors, and Children's Temperament. The data were used for path analysis with Amos 6.0 program. Results of this study were : (1) Children's temperament have an influence on children's peer competence through children's emotion regulation via mothers' parenting behaviors. (2) Children's temperament have an influence on children's peer competence through teacher-child relationship. (3) Mothers' parenting behaviors have an influence on children's peer Competence through mothers' management strategies of peer relations.