• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.485-496
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• 2004

The purpose of this study is to examine how the difference of parents' verbal control styles influence children's perspective-taking and interpersonal cognitive problem-solving skills. The subjects of this study were 117 five-year-old children with their parents included. The questionnaire used was relevant to the topic, such as parents' verbal control styles, young children's perspective-taking ability, and their interpersonal cognitive problem-solving skills. The percent, mean, standard deviation, three-way ANOVA, and Scheffe were used to analyze the data collected through SPSS WIN program. The major findings are as follows: First, a father's verbal control style makes a significant difference in young child's perspective-taking ability. However, there is no interaction effect between parents' verbal control styles and a child's sex. Second, a father's verbal control style makes a significant difference in young child's interpersonal cognitive problem-solving skills. Character-oriented verbal control mode of a father, in particular, produces more effects on boys than girls. Lastly, Two skills - alternative problem-solving skills and cause-solving skills - have interaction effects. Boys demonstrate higher skills than girls when parents apply character-oriented verbal control styles. Girls do so when mothers use position-oriented verbal control styles, especially in the area of cause-solving skills.

• Journal of dental hygiene science
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• v.17 no.3
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• pp.209-217
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• 2017

This study investigated the relationships between experiencing verbal violence and the emotional responses and coping behaviors of dental hygienists who worked in Jeonju between February 24 and March 18, 2017 to prepare strategies for managing verbal violence and establish a healthy working environment for dental hygienists. The following findings were obtained in this study. The dental hygienists primarily experienced verbal violence from patients and guardians (1.67 points). The most common verbal violence type was, "Someone treated me impolitely." The most common emotional response to verbal violence was "anger" (3.52 points). The coping style of most dental hygienists was problem-focused coping (3.28 points), followed by emotion-focused coping (2.75 points). Most hygienists with the problem-focused coping style stated that they resolve the problem through dialogue (3.51 points), while most hygienists with the emotion-focused coping style responded that they just ignore the situation (3.78 points). The relationship between experiencing verbal violence and the emotional responses and coping behaviors of dental hygienists showed a statistically significant positive correlation (p<0.05) with emotional responses and problem- and emotion-focused coping associated with experiencing verbal violence from dentists, patients, and guardians. These findings confirm the need to reduce verbal violence, control emotional responses after exposure to verbal violence, and use more problem-focused coping measures. Dental hygienists must develop interpersonal skills and communication techniques and promote professionalism in their workplace to protect themselves from verbal violence at work.

• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.113-123
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• 2005

The purpose of this study was to explore the relationships between patterns of children's requestive strategies, mother's child rearing attitude, and verbal control style. Subjects consisted of 60 5-year-old children and their mothers at preschool in Seoul. The children's requesting behavior were observed during self-selected activities in preschool. A sample of mothers of children completed the questionnaire. The result showed that the children in this study were likely to use more frequent directives of requestive strategies. Boys tended to use more indirect requestive strategies, especially demand with requestive tag. Mothers were likely to use position-oriented verbal control. Warmth and self-control of parenting and person-oriented verbal control were positively related to indirect requestive strategy of children. Rejective and controlling parenting were negatively associated with indirect requestive strategy. Position-oriented verbal control was positively related to direct requestive strategy of children.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.273-299
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• 2011

The purpose of this research was to examine the relationship of mother's emotional expressiveness, parenting self-efficacy, verbal control style and children's peer interaction, ability to solve interpersonal problem in an attempt to help improve mother's practical parenting style for promoting children's peer interaction and ability to solve interpersonal problem. The subject of this research were four to five year-old 212 children from five day care center in J city and their teachers. Teachers were tested by questionnaires and children were interviewed. There were the results of this research. There were significant positive correlation among mother's positive emotional expressiveness, positive peer interaction and ability to solve interpersonal problem. There were significant positive correlation among negative emotional expressiveness, negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation between parenting self-efficacy and positive peer interaction. There were significant positive correlation among imperative verbal control pattern and negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation among hierarchical verbal control pattern and negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation among humanitarian verbal control pattern and positive peer interaction and ability to solve interpersonal problem. There were significant negative correlation between parenting self-efficacy and negative peer interaction. There were significant negative correlation between imperative verbal control pattern and positive peer interaction.

• Journal of the Korean Applied Science and Technology
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• v.40 no.3
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• pp.579-588
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• 2023

This study attempted to reveal the causal relationship (SEM) focusing on communication style on the impact of lapo formation between personal trainers and customers on motor performance. Accordingly, the following results were derived through the mobile program "Survey Monkey" for 187 PT customers according to the sample plan from October 1 to April 28, 2022. First, it was found that communication style had an effect (+) on lapo formation. Second, communication style partially affects (+) mobility performance, and the control type has no influence relationship. Third, lapo formation was found to have an effect on motor performance. Therefore, since PT is a human service, not a general service, its importance should be emphasized more. In addition, the dominance in the fierce PT market is expected to have both athletic performance and management performance if the verbal and non-verbal aspects of expression methods that customers can respond to are properly reflected.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.