감정코칭 부모교육이 어머니의 정서반응태도와 양육효능감에 미치는 효과

서숙경,김은경 한국아동심리재활학회 2012 놀이치료연구 Vol.16 No.1

The purpose of this study was to examine the change of emotional reaction attitude of mothers and parenting efficacy according the emotion-coaching parent education program. The subjects of this study were mothers who referred in play therapy session and art therapy session because of their child's emotion control problem, and 3 mothers who scored lowest score at emotional reaction attitude test were participated. The questions of study were as follows. First, is there any effects in emotion-coaching parent education program on mother's emotional reaction attitude toward child's emotion? Second, is there any effects in emotion-coaching parent education program on mother's parentig efficacy? The program conducted once a week, 120minutes, totally, 8 session. To examine the changes of emotional reaction attitude of mothers, Emotional Reaction Attitude Scale in pre/post-test and follow up were used and analyzed for first questions of study. To examine the changes of parentig efficacy of mothers, Parenting Sense of Competence(PSOC) in pre/post-test were used and analyzed for second questions of study. The result of study is as follows: First, emotion-coaching parent education program has changed the mother's emotional reaction attitude to be supportive. Also in Emotional Reaction Attitude Scale, mother's emotional reaction attitude were changed to be supportive and the changes were maintained. Second, emotion-coaching parent education program has raised parentig efficacy. 본 연구는 감정코칭 부모교육 프로그램이 어머니의 정서반응태도와 양육효능감에 미치는 효과를 알아보고자 실시되었다. 연구대상은 D대학 미술치료 및 놀이치료실에서 치료중인 어머니 중 부모교육에 참여하고 싶은 어머니들에게 정서반응태도검사를 실시해서 최하위 점수를 획득한 어머니들 3명이었다. 연구문제는 첫째, 감정코칭 부모교육 프로그램이 자녀의 정서에 대한 어머니의 정서반응태도를 지지적으로 변화시키는가, 둘째, 감정코칭 부모교육 프로그램이 어머니의 양육효능감을 향상시키는가였다. 감정코칭 부모교육 프로그램은 부모의 정서반응태도의 중요성 인식하기, 자녀의 감정 인식하기, 감정적 순간에 대한 인식 변화시키기, 자녀의 감정에 공감하고 경청하기, 자녀가 감정을 표현하도록 돕기, 자녀 스스로 문제를 해결하도록 돕고 한계 정해주기에 중점을 두고, 주 1회, 120분, 총 8회기 실시되었다. 어머니의 정서반응태도의 변화를 살펴보기 위해 프로그램의 사전․사후 및 추후에 정서반응태도 척도의 점수를 비교하였고 양육효능감의 변화를 살펴보기 위해 사전․사후에 양육효능감 척도의 점수를 비교하였다. 연구의 결과는 다음과 같다. 첫째, 감정코칭 부모교육은 어머니의 정서반응태도를 지지적으로 변화시켰고 프로그램이 끝난 이후에도 지지적 정서반응태도가 계속 유지되었다. 둘째, 감정코칭 부모교육은 어머니의 양육효능감을 향상시켰다. 즉, 감정코칭 부모교육 프로그램이 어머니의 정서반응태도를 지지적으로 변화시키고 양육효능감을 향상시키는데 효과적임을 알 수 있었다.

어머니의 정서표현성과 부정적 정서표현에 대한 반응이 아동의 정서지능에 미치는 영향

강현지 ( Hyun Jee Kang ),임정하 ( Jungha Lim ) 대한가정학회 2015 Human Ecology Research(HER) Vol.53 No.3

This study examines child emotional intelligence in relation to mother’s emotional expressiveness and reaction to child negative emotions. A sample of 352 children and mothers from 4 elementary schools in Seoul and Gyeonggi participated in the study. Child emotional intelligence and mother’s reaction to child negative emotions were evaluated by child-report, and mother’s emotional expressiveness was assessed by mother-report. Data were analyzed by descriptive statistics, two-way analysis of variances, Pearson’s correlation and multiple regression analyses. The findings were as follows. First, mothers of boys showed more oversensitive-reaction to child negative emotions than mothers of girls. Mothers of 6th-graders showed more emotion-minimizing-reaction to child negative emotions than mothers of 5th-graders. Second, girls showed a higher level of overall emotional intelligence than boys. Girls showed a higher level of emotion expression and emotion regulation than boys. The 5th-graders showed higher level of emotion expression than 6th-graders; however, 6th graders showed a higher level of emotion perception than 5th-graders. Third, more emotion-coaching-reaction and less oversensitive-reaction by mothers predicted a better emotional intelligence of children. A mother’s appropriate emotional socialization behaviors associated with child emotional intelligence were discussed.

유아의 부정적 정서에 대한 어머니의 지지적 반응과 비지지적 반응이 유아의 내면화 및 외현화 문제행동에 미치는 영향

윤경미,한세영 한국보육지원학회 2017 한국보육지원학회지 Vol.13 No.3

Objective: This study investigates the main effects and interaction effects of mother's reactions to young children's negative emotions on the children's problem behaviors. Methods: A total of 346 mothers with toddlers completed questionnaires, the data were analyzed using Pearson's correlation coefficient and multiple regression. Results: First, mothers’ supportive response to young children’s negative emotions, including expressive encouragement, emotion-focused reactions, and problem-focused reactions, showed negative relations with the children’s internal and external problem behaviors. Mothers' unsupportive response to children’s negative emotions, including distress reactions, minimization reactions, and punitive reactions, showed positive relations with the children’s internal and external problem behaviors. Second, an interactive effect was observed. For external problem behavior, mothers' lower distress reactions accompanied by higher emotion-focused reactions, lower punitive reactions accompanied by higher emotion-focused reactions, lower distress reactions accompanied by higher problem-focused reactions, and lower punitive reactions accompanied by higher problem-focused reactions all decreased children′s problem behavior. However, for internal problem behavior, only mothers' lower distress reactions accompanied by higher emotion-focused reaction decreased children′s problem behavior. Conclusion/Implication: The main interaction effect on mothers’ reaction to young children’s negative emotional expression shows that preventive intervention is needed to address problem behavior.

장애유아어머니의 정서표현 및 부정적 정서에 대한 반응과 장애유아의 정서표현과의 관계 연구

김지숙 대구대학교 한국특수교육문제연구소 2022 특수교육저널 : 이론과 실천 Vol.23 No.1

[목적] 본 연구는 장애유아어머니와 장애유아의 정서표현 특성 그리고 장애유아어머니의 부정적 정서에 대한 인식 및 부정적 정서에 대한 반응 특성을 살펴보고, 이러한 장애유아어머니의 정서표현 및 부정적 정서에 대한 반응이 장애유아의 정서표현과 관련이 있는지 알아보고자 하였다. [방법] 연구 참여자는 경기도 지역에 소재하고 통합어린이집에 다니고 있는 만 3세~6세의 장애유아와 그들의 어머니 30쌍으로 총 60명이었다. 장애유아어머니의 정서표현성과 부정적 정서에 대한 인식 및 자녀의 부정적 정서에 대한 어머니의 반응은 어머니의 자기보고식 질문지를 통해 측정하였고, 장애유아의 정서표현은 담임교사에 의해 측정되었다. [결과] 첫째, 장애유아어머니는 부정적 표현보다 긍정적 표현을 더 유의미하게 많이 사용하는 것으로 나타났으며, 장애유아의 긍정적 표현과 부정적 표현은 차이가 없는 것으로 나타났다. 둘째, 장애유아어머니들은 부정적 정서를 잘 모른다고 응답하였으나, 부정적 정서가 중요하고, 자녀들이 자연스럽게 경험하는 정서라고 인식하고 있었다. 또한 장애유아어머니는 자녀의 부정적 정서에 대하여 비지지적 반응보다 지지적 반응을 더 유의미하게 많이 사용하는 것으로 나타났다. 셋째, 장애유아어머니의 부정적 정서표현은 장애유아의 긍정적 정서표현과 정적상관이 있었고, 부정적 정서표현과는 부적상관이 있었다. 넷째, 장애유아의 부정적 정서에 대한 어머니의 반응에서는 지지적 반응 중 정서중심반응과 감정표현격려반응이 장애유아의 긍정적 정서표현 및 부정적 정서표현과 관련이 있었다. [결론] 장애유아어머니의 정서표현과 부정적 정서에 대한 반응이 장애유아의 정서표현과 관련 있음을 부분적으로 확인하였고, 어머니의 부정적 정서표현이 자녀의 정서표현에 부정적 영향을 줄 수 있음을 알 수 있었다. 이는 장애유아어머니에게 자녀의 부정적 정서에 대한 바람직한 대처방법을 구체적으로 안내하는 부모교육이 필요함을 시사한다. [Purpose] This study examined the emotional expressivity of young children with disabilities, their mothers' emotional expressivity, their mothers' the perception of negative emotions, and mothers' reactions to their children's negative emotions. In addition, this study aimed investigate whether the emotional expressions and responses to negative emotions of mothers of disabled children's were related to the emotional expressions of their young disabled children. [Method] There were a total of 60 children, 30 pairs of mothers, and 3 to 6-year-old children with disabilities. The mothers’ emotional expressivity, perception of negative emotions, and reactions to their children's negative emotions were measured through the self-report questionnaire completed by the mothers, and the emotional expressivity of young children with disabilities was measured by the teacher. [Results] First, it was found that mothers of young children with disabilities used positive expressions more significantly than negative expressions, and there was no significant difference between positive and negative expressions of young children with disabilities. Second, in terms of negative emotions, mothers of young children with disabilities responded that they did not know much about negative emotions but they recognized that negative emotions were important, and they recognized negative emotions as emotions that their children naturally experience. Also, it was found that mothers of young children with disabilities use supportive responses to their children's negative emotions more significantly than non-supportive responses. Third, the negative emotional expression of mothers had a positive correlation with the positive emotional expression of young children with disabilities and had a negative correlation with negative emotional expression. Fourth, in the supportive responses of the mothers’ reactions to the children's negative emotions, the emotion-centered response and the emotional expression encouragement response were related to the positive and negative emotions of young children with disabilities. [Conclusion] It was partially confirmed that the emotional expressivity of mothers of young children with disabilities and the mothers’ reactions to the negative emotions of children are related to the emotions of young children with disabilities. Therefore, these results suggest that there is a need for parental education that can guide the use of suitable coping methods for dealing with children's negative emotions.

에어로빅 지도자이미지와 비언어적 커뮤니케이션이 참여자의 감정반응 및 운동지속의사에 미치는 영향

조원호(Cho, Won-Ho),김영환(Kim, Young-Hwan),최대혁(Choi, Dai-Hyuk),윤용진(Yoon, Yong-Jin) 한국체육과학회 2015 한국체육과학회지 Vol.24 No.1

The purpose of this research is to identify the effects of aerobics instructors’ images and non-verbal communication on learners’ emotional reaction and intention to continue exercise. A total of 400 questionnaires were distributed and among the answers, 368 sets of responses were used for the actual investigation in this research, excluding those poorly answered or deemed unusable for the research. For data analysis, Window SPSS 18.0 version was employed to perform frequency analysis, element analysis, reliability analysis, correlation analysis and multiple regression analysis. Based on such processes, the present research has found as follows: First, aerobic instructors’ image of consciousness showed a positive effect on affirmative emotional reaction. And aerobic instructors’ image of talent, consciousness, attitude analysis, Window SPSS 18.0 version was employed to perform frequency analysis, element analysis, reliability analysis, correlation analysis and multiple regression analysis. Based on such processes, the present research has found as follows: First, aerobic instructors’ image of consciousness showed a positive effect on affirmative emotional reaction. And aerobic instructors’ image of talent, consciousness, attitude represented a negative effect on negative emotional reaction. Second, aerobic instructors’ image of talent, consciousness and attitude showed a positive effect on learners’ intention to continue exercise, white expertise represented a negative effect on learners’ intention to continue exercise. However there were no effect on aerobic instructors’ image of role and emotional reaction. Third, instructors’ non-verbal communication of body language, and spatial behavioral elements showed a positive effect on learners’ emotional reaction, while body language represented a negative effect on learners’ emotional reaction. Forth, instructors’ non-verbal communication of spatial behavior only was found to have a positive effect on learners’ intention to continue the exercise. Fifth, learners’ positive emotional reaction was found to influence positively on the intention to continue exercise and negative emotion reaction showed to affect negatively on the intention to continue exercise.

노스탤지어 자극을 통한 캠핑장 이용객의 감정반응이 태도에 미치는 영향

김아라(A Ra Kim),이승곤(Seung Kon Lee) 한국관광연구학회 2015 관광연구저널 Vol.29 No.6

This study looks into the effects of the stimulation of nostalgia on the emotional reaction of participants in the camping activities and the relationship between the emotional reaction and behavior. To fulfill the goals of the study, the population for empirical analysis were those who have done camping at least once and the sampling was conducted by convenience sampling method in the camping sites around Seoul and Gyeonggi area. The regression analysis was conducted to find the effects of stimuli factors of nostalgia(remembrance, event, environment, sensual experience) on the emotional reaction(sensible emotional reaction, pleasant emotional reaction) drawn from the factor analysis. The study concluded that the two elements of stimuli factors of nostalgia, environment and sensual experience, affected the emotional reaction of people in the camping site, and remembrance factor only affected pleasant emotional reaction. Regarding the relationship between the emotional reaction of camp participants and their behavior, the study revealed that both of the two factors in the emotional reaction affected the behavior. This study is expected to provide theoretical implications of the stimuli factor of nostalgia applicable to tourism activities by establishing concrete concepts of the variables, and the stimuli factors of nostalgia are expected to provide various marketing implications if the marketers in the camping industry find out and apply the stimuli factors of nostalgia that can draw positive reactions from the camping participants.

아버지와 어머니의 자녀 정서 사회화의 차이

이영환(Yee Young-Hwan) 한국영유아보육학회 2010 한국영유아보육학 Vol.0 No.63

본 연구에서는 아버지와 어머니의 정서 사회화의 차이를 알아보기 위하여 초등학교 3학년 자녀를 둔 아버지와 어미니 342쌍을 대상으로 질문지조사를 실시하였다. 본 연구에서 사용된 측정도구는 부모의 정서표현성 척도(Self-Expression within the family Questionnaire: SEEQ), 자녀의 부정적 정서에 대한 부모 반응 척도(Coping with children's negative Emotions Scale: CCNES), 아동의 긍정적 정서표현에 대한 부모 반응 척도(Parental Reactions to Children's Expression of Positive Emotions Scale: PRCPS)를 사용하였다. 연구결과 첫째, 아버지와 어머니 모두 부정적 정서표현보다는 긍정적 정서표현을 더 많이 하는 것으로 나타났다. 둘째, 자녀의 부정적 정서에 대해 아버지와 어머니 모두 비지지적 반응보다 지지적 반응이 더 높았으며, 6가지 반응유형 중 문제중심 해결 반응이 가장 높았다. 셋째, 자녀의 긍정적 정서에 대한 부모의 4가지 반응 유형 중 아버지와 어머니 모두 훈육적 반응이 가장 높았으며 지지적 반응이 가장 낮았다. 넷째, 자녀의 긍정적 정서에 대해 어머니는 아버지보다 훈육적, 처벌적, 스트레스적 반응을 많이 보이지만, 지지적 반응에서는 아버지의 점수가 어머니보다 높았다. This study examined to compare the fathers' and mothers' emotional socialization to their childrens. 342 Father-and mother of children 3rd grade in elementary school. Parents completed the questionnaire about their self-expression within the family and reaction to children's negative and positive emotions. The main results were following. First, mothers expressed positive and negative emotions more than father. Second, fathers and mothers used more supportive reactions than non supportive reaction when their children showed negative emotion, in particular, problem-focused reaction was mostly used. Third, in reaction to their children's positive emotion, father and mother used mostly teach/control reaction and used last encouragement reaction. While mothers more used teach/control, reprimand and discomfort reactions, but in case of encouragement reaction to children's positive emotion, fathers were higher than mothers. Forth, there was no significant differences between fathers and mothers in parents' self-expression, reaction to children's negative and positive emotions according to children's sex and birth order.

Korean Mothers' Intuitive Theories Regarding Emotion Socialization of their Children

Park, Seong-Yeon,Trommsdorff, Gisela,Lee, Eun-Gyoung The Korean Home Economics Association 2012 International Journal of Human Ecology Vol.13 No.1

This study aims at exploring Korean mothers' beliefs on the development of emotion of their children. In specific, sensitivity and maternal reactions to their children's both negative and positive emotion expressions were explored. Further, associations among maternal sensitivity, maternal reactions and child emotion regulation were examined. A total of 100 Korean mothers whose children were between 6 and 7 years old participated in the study. In order to assess mothers' beliefs about sensitivity, vignettes in a forced-choice format were presented through individual interviews. Mothers' self reported reactions to their children's negative emotions and positive emotions and mothers' perceptions of children's emotion regulation were assessed using questionnaires. Results revealed that Korean mothers endorsed both proactive and reactive sensitivity. However, their sensitivity differed depending on the situation. Mothers tended to endorse either Emotion Focused or Problem Focused reactions to their children's negative emotions. Mothers reported that they were most likely to restrict their child positive emotional expression with explanation in supportive way followed by invalidating through reprimanding it. Mothers' reported Distress Reactions and Punitive Reactions to children's expression of negative emotion were associated with children's liability whereas Emotion-Focused Reaction and Problem-Focused Reaction were associated with children's functional emotion regulation. The results are discussed within a theoretical framework of socialization of emotions.

Child Development : Korean Mothers` Intuitive Theories Regarding Emotion Socialization of their Children

( Seong Yeon Park ),( Gisela Trommsdorff ),( Eun Gyoung Lee ) 대한가정학회 2012 International Journal of Human Ecology Vol.13 No.1

This study aims at exploring Korean mothers` beliefs on the development of emotion of their children. In specific, sensitivity and maternal reactions to their children`s both negative and positive emotion expressions were explored. Further, associations among maternal sensitivity, maternal reactions and child emotion regulation were examined. A total of 100 Korean mothers whose children were between 6 and 7 years old participated in the study. In order to assess mothers` beliefs about sensitivity, vignettes in a forced-choice format were presented through individual interviews. Mothers` self reported reactions to their children`s negative emotions and positive emotions and mothers` perceptions of children`s emotion regulation were assessed using questionnaires. Results revealed that Korean mothers endorsed both proactive and reactive sensitivity. However, their sensitivity differed depending on the situation. Mothers tended to endorse either Emotion Focused or Problem Focused reactions to their children`s negative emotions. Mothers reported that they were most likely to restrict their child positive emotional expression with explanation in supportive way followed by invalidating through reprimanding it. Mothers` reported Distress Reactions and Punitive Reactions to children`s expression of negative emotion were associated with children`s liability whereas Emotion-Focused Reaction and Problem-Focused Reaction were associated with children`s functional emotion regulation. The results are discussed within a theoretical framework of socialization of emotions.

생활무용 참여자들의 감정반응이 인지능력 및 인지수준에 미치는 영향

장은서 ( Eun-seo Jang ),민현주 ( Hyun-joo Min ) 대한무용학회 2019 대한무용학회논문집 Vol.77 No.1

The purpose of this study was to examine the relationships of emotional reaction to cognitive ability and cognitive level in dance- for-all participants. First, as a result of analyzing the impact of the emotional reactions of the dance-for-all participants on their cognitive ability, their emotional reactions were found to have affected cognitive ability. Second, as a result of analyzing the impact of the emotional reactions of the dance-for-all participants on cognitive level, their emotional reactions were found to have affected cognitive level. Third, the emotional reactions of the dance-for-all participants had casual relationships with cognitive ability and cognitive level. As the findings of the study show, the dance-for-all participants negatively responded when a theoretical approach was taken to dance for all, but they positively responded to physical, sensory and emotional reactions. Those reactions are expected to boost the confidence, regulation skill, needs and fascination of dance-for-all participants, which seems to affect an increase in dance-for-all participants.