취업모의 역할갈등, 아버지의 생산적 역할과 영유아의 사회․정서적 복지감의 관계

최연화,조복희 한국아동권리학회 2009 아동과 권리 Vol.13 No.4

The purpose of this study was to investigate the multifaceted relationships among the role conflict of working mothers, the generative fathering of working fathers, and the socio-emotional well-being of their children. Here, we define the generative fathering as the role of fatherhood that fosters the caring of children in meeting not only monetary needs but also the needs of a child’s overall, comprehensive development. The subjects of this study were 202 mothers and fathers of children from age two to five. The instruments used were 1)Work Spillover Scale (WSS)(Small & Rilley, 1990) modified by Seo (1998), 2)Generative Fathering Questionnaire (Yee, Lee, & Cho, 1999), and 3)Children's Socio-Emotional Well-Being (Estes, 2000). The major findings of the study were as follows:first, the higher level of working mothers’ role conflict and the lower level of fathers’ generative fathering led to their child’s low socio-emotional well-being. Among children, second, girls were more aware of internal socio-emotional well-being in their development than boys. Finally, the fathers’ caregiving and involve- ment in childrearing positively influenced their child’s internal socio-emotional and external behavioral well-being. 본 연구는 취업모의 역할갈등, 아버지의 생산적 역할과 영유아의 사회․정서적 복지감과의 관계를 알아보는데 그 목적이 있다. 연구대상은 서울․경기 지역에 소재한 어린이집을 통해 만 3-5세 영유아의 맞벌이 부모 202쌍이며 연구에 사용된 도구는 1) 일-어머니 역할갈등척도(Small & Rilley, 1990), 2) 아버지의 생산적 역할척도(이영환, 이진숙, 조복희, 1999), 3) 영유아의 사회․정서적 복지감척도(Estes, 2000) 이다. 본 연구결과는 취업모의 역할갈등이 높고, 아버지의 생산적 역할이 낮은 집단에서 영유아의 사회․정서적 복지감이 낮게 나타났다. 또한, 아버지의 생산적 역할에서 양육참여가 영유아의 사회․정서적 복지감에 영향을 미치는 유의한 변인으로 나타났다. 본 연구는 맞벌이 가정에서 아버지의 역할이 영유아자녀에게 미치는 영향을 확인하였으며 영유아의 사회․정서적 복지감 향상을 위한 기초적인 자료를 제공한다는 의의가 있다.

어머니의 부정적 정서표현성 및 영유아 탄력성이 영유아의 사회정서발달에 미치는 영향: 성과 연령을 중심으로

고윤희 ( Yoon Hee Koh ),김숙령 ( Sook Ryong Kim ) 한국유아교육학회 2013 유아교육연구 Vol.33 No.2

본 연구는 어머니의 부정적 정서표현성 및 영유아 탄력성이 영유아의 사회정서발달에 미치는 영향을 알아보기 위해 어머니의 부정적 정서표현성과 영유아 탄력성의 하위요인인 애착, 주도성, 자기통제를 측정하고 이들 변인이 영유아의 사회정서발달에 미치는 상대적 설명력을 알아보고자 하였다. 연구대상은 K시와 D시에 위치한 유아교육기관 33곳에 재원 중인 만 2세, 3세, 4세 영유아 282명과 그들의 어머니 282명이다. 어머니의 부정적 정서표현성을 측정하기 위해 Halberstadt(1986)의 Family Emotional Expressiveness Questionnaire(FEQ)를 안라리(2006)가 번안한 것을 사용하였으며, 영유아 탄력성은 LeBuffe와 Naglieri(1999)가 제작한 Devereux Early Childhood Assessment(DECA)를 구희정(2010)이 번안한 것을 사용하였다. 영유아의 사회정서발달은 Brigg-grown과 Carter(1998)가 개발한 Infant-Toddler Social and Emotional Assessment(ITSEA)를 나양균(2006)이 번안한 것을 사용하였다. 자료분석은 어머니의 부정적 정서표현성 및 영유아 탄력성을 예측변인으로, 영유아의 사회정서발달을 종속변인으로 하는 단계적(stepwise)회귀분석을 실시하였다. 자료 분석 결과 어머니의 부정적 정서표현성은 성별에 따라 영향력이 다르게 나타났으며 영유아의 탄력성은 영유아의 사회정서발달에 미치는 영향이 큰 것으로 나타났다. 그 중에서도 자기통제가 가장 설명력이 큰 변인으로 나타났고 애착과 주도성도 영향력이 있는 것으로 나타났다. 따라서 유아기에 안정된 정서기반을 토대로 자기통제와 자율성과 주도성 확보를 위해서는 어머니의 긍정적인 정서수용과 함께 적절하고 명확한 한계 제시가 동시에 이루어지는 것이 매우 중요하다는 것을 시사 받을 수 있다. This study examined the influence of mothers` negative emotional expression and children`s resilience on their socio-emotional development. Subjects for this study were 282 children of age 2 through age 4 and their mothers selected randomly at kindergarten and child care center in K and D cities. Mothers` negative emotional expression was assessed using the Family Emotional Expressiveness Questionnaire(Halherstadt, 1986). Children`s resilience was assessed using Devereux Early Childhood Assessment(LeBuffe & Naglieri, 1999). Children`s socio-emotional development was assessed using Infant-Toddler Social and Emotional Assessment(Brigg-grown & Carter, 1998). Data were analyzed with stepwise linear regression analysis through SPSS program. According to the results for this study, mothers` negative emotional expression was different according to gender and children`s resilience was an influential factor in children`s socio-emotional development. Of these self-control was the most explanatory variable followed by attachment and child`s initiative. Therefore, positive emotional acceptance of mother and clear limitation are very critical in securing child`s self-control and initiative provision based on sound emotional foundation during early childhood.

유아의 기질이 어머니와의 상호작용과 사회정서유능감에 미치는 영향

신혜진(Shin, Hyejin),김영희(Kim, Yeonghee) 충북대학교 생활과학연구소 2019 생활과학연구논총 Vol.23 No.1

The purpose of this study was to examine the effects of young children’s temperament on their maternal interactions and socio-emotional competencies. The study involved 348 mothers with children aged between 3 and 5 years. The results of this study are as follows: First, sociability of temperament had a direct effect on children’s socio-emotional competence but did not directly affect maternal interactions. While boys’ activity directly affected reactive and physical maternal interactions, girls’ activity directly affected linguistic, reactive, and physical maternal interactions. While boys’ emotionality directly affected linguistic, reactive, and physical maternal interactions, girls’ emotionality had direct effects on linguistic and reactive maternal interactions. For children of both genders, emotionality had direct effect on socio-emotional competence. Second, while only physical interactions with mothers directly affected the socio-emotional competence in boys, girls exhibited differences in linguistic, reactive, and physical interactions with their mothers, which directly affected their socio-emotional competence. Third, boys’ activity and emotionality of temperament were shown to have an indirect influence on their socio-emotional competence through physical maternal interaction, and sociability was found to have no indirect influence. The activity of girls was found to have an indirect effect on their socio-emotional competence through linguistic, reactive, and physical maternal interactions.

Socio-emotional competence in third and fourth grade elementary school students from the perspective of physical education teachers

Yoo, Seang-leol(유생열) 한국체육교육학회 2016 한국체육교육학회지 Vol.21 No.3

본 연구의 목적은 초등학교 3학년과 4학년 학생의 사회-정서 유능성에 관해 초등학교에서 체육을 가르치는 교사들의 의견을 조사하는 것이었다. 너무 많은 연구 대상자가 연구에 참여할 경우 심층조사에 어려움이 있어 본 연구에서 연구 참여자는 18명으로 제한을 두었으며 이들은 인천과 경기도에 근무하는 교사들로 5년 이상의 교사 경험을 가지고 있었다. 참여 교사 중 10명은 남성, 그리고 8명은 여성으로 구성되었으며 나이는 28에서 43세였다(평균=33.56, 평균편차=4.69). 이들의 경력은 5년에서 12년 사이였다(평균=7.61 표준편차=2.25). 연구방법으로 개인과 집단 초점 면담이 실행되어 아동의 사회-정서적 유능성 행동에 관한 교사들의 의견이 제시되었으며 문헌연구도 함께 실행되어 개념적 틀이 만들어졌다. 자료 코딩의 일관성을 위해 Miles 와 Huberman (1994)이 제시한 분석자간 일치도 방법이 사용되었다. 연구결과 교사들이 생각하는 학생들이 가져야하는 정서 - 사회적 유능성에서 중요하다고 생각되는 요인은 협동심/나눔, 자기인식(스스로를 알고, 표현하고, 스스로 가치를 아는 것), 공감능력, 타인과의 소통, 감정억제능력, 함께 놀기, 그리고 행복이었다. 만일 체육을 가르치는 교사가 사회-정서적 유능성에 대한 지식과 인식능력을 증진시키면 어린이들이 다른 발달 영역에서 부정적 요인을 최소화할 수 있는 보호적이며 예방적 요인이 될 것이다. Purpose: The purpose of the study was to examine the opinions of physical education teachers on socio-emotional competence for third and fourth grade students of elementary school. Methods: Eighteen elementary school teachers who teach physical education in Kyungi province and Incheon metropolitan area participated in the research. The participants were limited to 18 teachers who have taught physical education for more than 5 years because the use of large samples for deep investigation makes difficulties in qualitative studies. The teachers were composed of 10 males and 8 females, aged from 28 to 43 years old (Mean=33.56, SD=4.69). They have taught physical education for 5-12 years (Mean=7.61, SD=2.25). Personal and focus group interviews were employed to get teachers’ opinion on children’s socio-emotional competence behaviors. Literature was also reviewed and a conceptual frame was created. In order to determine the consistencies between codings, a degree of agreement as proposed by Miles and Huberman (1994) was calculated. Results: Opinions of the participants in the research about emotional competencies that students should have were cooperation/sharing, self-awareness(knowledge, expression, and esteem), empathy, communication with others, controlling emotions, playing together, and happiness. Conclusion: An increase in physical education teacher knowledge and awareness on socio-emotional competence would be a protective and preventive factors for children in minimizing negative effects in other developmental areas.

Socio-emotional competence in third and fourth grade elementary school students from the perspective of physical education teachers

유생열 한국체육교육학회 2016 한국체육교육학회지 Vol.21 No.3

Purpose: The purpose of the study was to examine the opinions of physical education teachers on socio-emotional competence for third and fourth grade students of elementary school. Methods: Eighteen elementary school teachers who teach physical education in Kyungi province and Incheon metropolitan area participated in the research. The participants were limited to 18 teachers who have taught physical education for more than 5 years because the use of large samples for deep investigation makes difficulties in qualitative studies. The teachers were composed of 10 males and 8 females, aged from 28 to 43 years old (Mean=33.56, SD=4.69). They have taught physical education for 5-12 years (Mean=7.61, SD=2.25). Personal and focus group interviews were employed to get teachers’ opinion on children’s socio-emotional competence behaviors. Literature was also reviewed and a conceptual frame was created. In order to determine the consistencies between codings, a degree of agreement as proposed by Miles and Huberman (1994) was calculated. Results: Opinions of the participants in the research about emotional competencies that students should have were cooperation/sharing, self-awareness(knowledge, expression, and esteem), empathy, communication with others, controlling emotions, playing together, and happiness. Conclusion: An increase in physical education teacher knowledge and awareness on socio-emotional competence would be a protective and preventive factors for children in minimizing negative effects in other developmental areas.

대학생의 사회인지적 마음챙김이 일상적 창의성에 미치는 영향 : 정서지능과 자기효능감의 매개효과

진준호(Jun Ho Jin),이상희(Sang Hee Lee) 한국상담심리교육복지학회 2020 상담심리교육복지 Vol.7 No.2

본 연구는 대학생을 대상으로 하여 사회인지적 마음챙김과 일상적 창의성의 관계에서 정서지능과 자기효능감의 매개효과가 나타나는지를 검증하였다. 국내 341명의 대학생(남학생170명, 여학생171명)을 대상으로 설문조사를 실시하였고 연구 결과는 다음과 같다. 첫째, 사회인지적 마음챙김과 정서지능, 자기효능감, 일상적 창의성은 모두 유의미한 상관을 나타내고 있었다. 둘째 사회인지적 마음챙김이 높을수록 일상적 창의성 수준이 높아지는 것을 확인할 수 있었다(β=.61, p<.001). 셋째, 정서지능과 자기효능감은 사회인지적 마음챙김과 일상적 창의성과의 관계를 이중매개하고 있는 것으로 나타났다(X²=530.86, df=127, IFI=.878, CFI=.877, RMSEA=.097, SRMR=.066). 본 연구는 사회인지적 마음챙김과 일상적 창의성의 관계를 확인하고 정서지능과 자기효능감의 매개효과를 검증함으로써, 일상생활에서 나타나는 대학생들의 창의성 수준에 대한 정보를 제공하는데 도움을 주고자 하였다. 마지막으로 본 연구의 학문적 의의와 제한점 및 추후 연구 과제에 대해 논의하였다. The purpose of this study is to examine the mediating effects of emotional intelligence and self-efficacy on the relationship between socio-cognitive mindfulness and everyday creativity. A total of 341 university students were asked to complete questionnaires. The results are presented as the following. First, socio-cognitive mindfulness, emotional intelligence, self-efficacy and everyday creativity all showed significant correlations between them. Second, socio-cognitive mindfulness was positively associated with everyday creativity(β=.61, p<.001). Third, emotional intelligence and self-efficacy were found to dual mediation on the relationship between socio-cognitive mindfulness and everyday creativity(X²=530.86, df=127, IFI=.878, CFI=.877, RMSEA=.097, SRMR=.066). This study will support the providing information about the creativity level of college students in everyday life. Finally limitation of this study and suggestions for future research were discussed.

Effects of Grandparenting and Emotional Attachments on the Emotional and Behavioral Disorder Symptoms of Grandchildren

Sohn, Byoung-Duk The Korean Home Economics Association 2009 International Journal of Human Ecology Vol.10 No.2

The effects of grandparenting involvement and emotional attachments on emotional and behavioral development among adolescents were explored through the use of a UK cross-sectional national data of 1,566 adolescents aged eleven to sixteen years old receiving some form of grandparenting. A correlation and logistic regression analyses yielded results that supported the positive effects of grandparenting on the emotional and behavioral disorder symptoms of adolescents. The results indicate that most selected socio-demographic, grandparenting involvement, and the emotional attachment variables of grandchildren influenced the likelihood of increasing or decreasing emotional disorder symptoms among adolescents. However, no support was found for perceiving emotional attachments with grandparents as a predictor of behavioral disorder symptoms among youth, whereas socio-demographic and grandparenting involvement variables showed significant impacts on behavioral disorder symptoms. The findings highlight the importance of a systematic approach about the socio-demographic characteristics, levels of grandparenting, and emotional attachment levels with grandparents to understand youth cared for by grandparents that experience emotional and/or behavioral disorder symptoms, when intervention or prevention programs are considered.

Effects of Grandparenting and Emotional Attachments on the Emotional and Behavioral Disorder Symptoms of Grandchildren

손병덕 대한가정학회 2009 International Journal of Human Ecology Vol.10 No.2

The effects of grandparenting involvement and emotional attachments on emotional and behavioral development among adolescents were explored through the use of a UK cross-sectional national data of 1,566 adolescents aged eleven to sixteen years old receiving some form of grandparenting. A correlation and logistic regression analyses yielded results that supported the positive effects of grandparenting on the emotional and behavioral disorder symptoms of adolescents. The results indicate that most selected socio-demographic, grandparenting involvement, and the emotional attachment variables of grandchildren influenced the likelihood of increasing or decreasing emotional disorder symptoms among adolescents. However, no support was found for perceiving emotional attachments with grandparents as a predictor of behavioral disorder symptoms among youth, whereas socio-demographic and grandparenting involvement variables showed significant impacts on behavioral disorder symptoms. The findings highlight the importance of a systematic approach about the socio-demographic characteristics, levels of grandparenting, and emotional attachment levels with grandparents to understand youth cared for by grandparents that experience emotional and/or behavioral disorder symptoms, when intervention or prevention programs are considered.

중국인의 인간관계에서의 인정과 윤리에 관한 고찰

이철원 한국교통대학교 2020 한국교통대학교 논문집 Vol.55 No.-

This paper attempts to translate the studies on traditional Chinese human emotion, method by sociological and psycological suggestions for understanding the Chinese culture. What is Chinese cultural peculiarty, intensity and duration with which human emotions are typically expressed. Chinese tradional cultural beliefs about human emotions support this general moderation and have implications for conceptions of psychopathology. Concerning the action component of human emotions, evidence suggests that the expression of emotion is carefully regulated out of concern for its capacity to disrupt group harmony and status hierarchies. In this paper the Chinese human emotions are construed as interpretations of psychological response to ordnary social lives with other people and interpretations explaing their behavior. Concerned to the Chinese action in the traditional ethics, the human emotion’s dimensions used by Chinese to understand emotion-eliciting events are the same as those found in many other cultures. Which are keyed to these dimensions appear to differ, however, in ways consistent with theorizing about power distance and collectivism. Concerning psyscological reactions, there appears again to be evidence for universality in the pattern of response for given human emotions. It is concluded that all these features of Chinese emotional responding are likely to be found in other groups that share cultural characteristics with the Chinese.

영아의 사회ㆍ정서적 행동이 영아-교사 관계 및 영아의 또래 상호작용에 미치는 영향

김은아,최인숙,박유미 한국교원대학교 교육연구원 2009 敎員敎育 Vol.25 No.1

The purpose of this study was to investigate the relationship of infant-teacher relation and infant's peer interaction infant's in socio-emotional behaviors. The participants of were 339 toddler and infant(12~36month) and 55 teacher in D city. The collected data were analyzed by Pearson's r and multiple regression using the SPSS/PC Computer Program. The major results of this study were as follow : First, there were significant positive relationship between positive behaviors in infant's socio-emotional behaviors and intimacy in infant-teacher relation . But there were positive relation between negative behaviors and conflict and dependence. And positive behaviors was influenced by intimacy and dependence, and externalizing problem behaviors and internalizing problem behaviors predicted conflict and intimacy. Second, there were significant positive relationship between positive in infant's socio-emotional behaviors and express, comply in infant's peer interaction. And positive behaviors were influenced by express and comply, and externalizing problem behaviors and internalizing problem behaviors predicted disrupt and comply. In conclusion, the result of this study confirmed that infant' socio-emotional behaviors are important factor in predicting infant-teacher relationship and infant's peer interaction. 본 연구는 영아(12개월~36개월)의 사회․정서적 행동이 영아-교사와의 관계 및 영아의 또래상호작용에 미치는 영향을 분석해 보고자 하였다. D광역시 어린이집 21곳의 종일제 보육시설에 다니는 12개월~ 36개월의 영아 339명과 그들을 담당하는 보육교사 55명을 대상으로 질문지를 배부하였으며, 수집된 자료는 SPSS 11.0 통계 프로그램을 사용하여 상관계수와 중다회귀 분석을 실시하였다. 연구결과 첫째, 영아의 사회․정서적 행동 중 긍정적 행동은 영아-교사관계 중 친밀관계와는 정적 상관이 나타났으나 갈등 및 의존 관계에서는 부적 상관을 보였다. 부정적 행동은 친밀관계에서는 부적 상관을 나타났으나, 갈등 및 의존 관계에서는 정적 상관을 나타내었다. 친밀관계에서는 긍정적 행동과 내현적 부정적 행동에서, 갈등관계에서는 외현적 부정적 행동과 내현적 부정적 행동에서 의존관계에서는 내현적 부정적 행동과 외현적 부정적 행동에서 통계적으로 의의있는 설명력을 갖는 것으로 나타났다. 둘째, 영아의 사회․정서적 행동과 영아 또래상호작용과의 관계 역시 긍정적 행동과 표현적, 순응적 행동은 정적관계, 방해적 행동에서는 부적 관계가 나타났다. 부정적 행동에서는 표현적, 순응적 행동에서는 부적 상관을 방해적 행동에서는 정적 상관이 나타났다. 표현적 행동에서는 긍정적 행동과 내현적 부정적 행동, 외현적 부정적 행동에서, 순응적 행동에 긍정적 행동과 외현적 부정적 행동에서 방해적 행동에서는 외현적 부정적 행동에서만 통계적으로 의의있는 설명력을 갖는 것으로 나타났다.