초등학교 아동의 정서인식명확성, 정서조절양식 및 사회성과의 관계

국문 초록 (Abstract)

본 연구는 아동의 정서인식명확성과 정서조절양식이 사회성에 어떤 영향을 미치고, 어떤 관계가 있는지를 살펴보았다.
연구대상은 부천지역에 있는 초등학교 5, 6학년(여 249, 남 223)으로 전체 472명을 대상으로 실시하였다.

본 연구의 결과는 다음과 같다.

1. 남녀에 따른 정서인식명확성, 정서조절양식, 사회성의 차이를 검증한 결과남자보다 여자가 정서인식명확성은 높고 지지추구적 정서조절양식을 많이 사용하며 사회성이 높은 것으로 나타났다.

2. 정서인식명확성에 따른 정서조절양식의 차이를 검증한 결과 정서인식명확성이 높을수록 능동적 정서조절양식과 지지추구적 정서조절양식을 많이 사용하지만 정서인식명확성이 낮아도 회피 분산적 양식사용을 많이 사용하는 것은 아닌 것으로 나타났다.

3. 정서인식명확성에 따른 사회성의 차이를 검증한 결과 정서인식명확성이 높을 수록 의사소통능력과 사교성, 대인관계 편안함과 즐거움은 높은 것으로 나타났다.

4. 정서조절양식에 따른 사회성의 차이를 검증한 결과 능동적 정서조절양식과 지지추구적 정서조절양식을 많이 사용할수록 타인평가에 대한 자신감은 낮고 의사소통능력과 사교성, 대인관계 편안함과 즐거움은 높았다. 반면, 회피분산적 정서조절양식을 많이 사용할수록 타인평가에 대한 자신감과 의사소통능력과 사교성, 대인관계 편안함과 즐거움 모두가 낮게 나타났다.


이 연구에서 초등학교 5,6학년 아동의 정서인식명확성과 정서조절양식은 사회성에 직·간접적으로 영향을 미친다는 것을 알게 되었다. 따라서 가정과 학교에서 아동들의 명확한 정서인식과 적극적인 정서조절기술을 향상시킬수 있는 적절한 교육적 프로그램의 개발이 절실하다고 하겠다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the effect of children''''s emotional awareness clarity and emotion regulation style on sociality and the relations between them.

The research was carried out for 472 students in total including 249 girls and 223 boys in the fifth and sixth grades of an elementary school located in Bucheon.

The results from this study were as follows:

1. The results of examining the differences in emotional awareness clarity, emotion regulation style and sociality by gender indicated that girls had a higher level of emotional awareness clarity, used a support-seeking style of emotion regulation more frequently and owned a higher level of sociality than boys.

2. The results of inspecting the difference in emotion regulation by emotional awareness clarity presented that the higher was the level of emotional awareness clarity, the more frequently used were an active style of emotion regulation and a support-seeking style of emotion regulation. However, it was revealed that though the level of emotional awareness clarity was low, avoidance-variance style was not much used.

3. The results of examining the difference in sociality by emotional awareness clarity were found that the higher was the level of emotional awareness clarity, the higher were communication skills, sociality, and comfort and enjoyment of personal relationships.

4. The results of examining the difference in sociality by emotion regulation style indicated that the more frequently used were an active style of emotion regulation and a support-seeking style of emotion regulation, the lower was self-confidence in others'''' rating and the higher were communication skills, sociability, and comfort and enjoyment of personal relationships. On the contrary, the more frequently used was avoidance-variance style of emotion regulation, the lower were all of self-confidence in others'''' rating, communication skills, sociability, and comfort and enjoyment of personal relationships.

This study showed that emotional awareness clarity and emotion regulation style of fifth-and sixth-grade children of elementary school had a direct and indirect impact on sociality. Therefore, urgently needed is the development of an appropriate educational program to improve a clear emotional awareness and an active skill of emotion regulation for children at both home and school.