- Volume 23 Issue 2
DOI QR Code
The influence of gratitude enhancement program on preschoolers' aggression perceived by their teacher and mother
감사 증진 프로그램이 교사와 어머니가 인식한 유아의 공격성에 미치는 영향
- Kim, Mi Kyoung (Irea Kindergarten) ;
- Kwon, Ki Nam (Dept. of Early childhood Education, Ulsan College)
- Received : 2014.04.04
- Accepted : 2014.04.04
- Published : 2014.04.30
This study was designed to examine the influence of gratitude enhancement program on preschoolers' aggression perceived by their teacher and mother. The subjects in this study were 40 four-year-old children in kindergarten in U city. This study employed a pre/post-test control group design, and so all subjects were assigned to an experimental group(gratitude enhancement program) or comparative group(general education program according to the year curriculum). Preschoolers' aggression was measured by the teacher and mother of the subjects and the collected data were analyzed by independent and paired t-test. This study also computed Cohen's d to estimate effect size of gratitude enhancement program on preschoolers' aggression. The findings of this study were as follows. Firstly, gratitude enhancement program and general education program were all effective in reducing preschoolers' aggression(aggression against things, verbal aggression and total aggression) perceived by their teacher except of aggression against others. But gratitude enhancement program was more effective than general education program in reducing these sort of aggression. Meanwhile, only gratitude enhancement program was effective in reducing preschoolers' aggression against others. Secondly, gratitude enhancement program was effective in reducing preschoolers' aggression(aggression against things, aggression against others, verbal aggression and total aggression).
- Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers' aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36(4), 438-448. https://doi.org/10.1037/0012-16184.108.40.2068
- Bandura, A. (1969). Social learning theory of identificatory processes. In D. A. Goslin (Ed.), Handbook of socialization theory and research. Chicago: Rand McNally.
- Bartlett, M. Y., & DeSteno, D. (2006). Gratitude and prosocial behavior: Helping when it costs you. Psychological Science, 17, 319-325. https://doi.org/10.1111/j.1467-9280.2006.01705.x
- Batson, C. D. (1998). Altruism and prosocial behavior. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology(4th ed.). NY: McGraw-Hill.
- Bushman, B. J., & Huesmann, L. R. (2010). Aggression. In S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology(5th ed.). NY: John Wiley.
- Cote, S., Vaillancout, T., LeBlanc, J. C., Naqin, D. S., & Tremblay, R. E. (2006). The development of physical aggression from toddlerhood to preadolescence: A nation wide longitudinal study of Canadian children. Journal of Abnormal Child Psychology, 34(1), 68-82. https://doi.org/10.1007/s10802-005-9001-z
- Campbell, S. B. (2006). Behavior problems in preschool children: Clinical and developmental issues(2nd ed.). NY: Guilford Press.
- Cheah, C. S. L., & Park, S. (2006). South Korean mothers' beliefs regarding aggression and social withdrawal in preschoolers. Early Childhood Research Quarterly, 21, 61-75. https://doi.org/10.1016/j.ecresq.2006.01.004
- Cohen, J. (1988). Statistical power analysis for the behavioral science(2nd ed.). NY: Academic Press.
- DeWall, C. N., Anderson, C. A., & Bushman, B. J. (2011). The general aggression model: Theoretical extensions to violence. Psychology of Violence, 1, 245-258. https://doi.org/10.1037/a0023842
- DeWall, C. N., Lambert, N. M., Pond, R. S., Kashdan, T. B., & Fincham, F. D. (2012). A grateful heart is a nonviolent heart: Cross-sectional, experience sampling, longitudinal, and experimental evidence. Social Psychological and Personality Science, 3(2), 232-240. https://doi.org/10.1177/1948550611416675
- Eron, L. D., & Huesmann, L. R. (1984). The relation of prosocial behavior to the development of aggression and psychology. Aggressive Behavior, 10, 201-211. https://doi.org/10.1002/1098-2337(1984)10:3<201::AID-AB2480100304>3.0.CO;2-S
- Frick, P. J., Cornell, A. H., Bodin, S. D., Dane, H. A., Barry, C. T., & Loney, B. R. (2003). Callous-unemotional traits and developmental pathways to severe conduct problems. Developmental Psychology, 39, 246-260. https://doi.org/10.1037/0012-16220.127.116.11
- Frodi, A., Macaulay, J., & Thome, P. R. (1977). Are women always less aggressive than men? Psychological Bulletin, 84, 634-660. https://doi.org/10.1037/0033-2909.84.4.634
- McCullough, M. E., Emmons, R. A., & Tsang, J. (2002). The grateful disposition: A conceptual and empirical topography. Journal of Personality and Social Psychology, 82, 112-127. https://doi.org/10.1037/0022-3518.104.22.168
- Kokko, S., Tremblay, R. E., Lacourse, E., Naqin, D. S., & Vitaro, F. (2006). Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence. Journal of Research on Adolescence, 16(3), 403-428. https://doi.org/10.1111/j.1532-7795.2006.00500.x
- Kwon, K. N., & Sung, M. Y. (2010). The influences of young children's happiness on behavior problems and interpersonal problem solving strategies. Korean Journal of Human Ecology, 19(2), 257-270. https://doi.org/10.5934/KJHE.2010.19.2.257
- Lee, S. H., Lee, H. S., Kwon, H. J., Lee, Y. M., Jung, Y. J., Han, Y. J., Sung, M. Y., Kwon, K. N., & Kim, J. M. (2008). Child behavior observation. Seoul: Hakjisa.
- McCullough, M. E., Kilpatrick, S. D., Emmons, R. A., & Larson, D. B. (2001). Is gratitude a moral affect? Psychological Bulletin, 127, 249-266. https://doi.org/10.1037/0033-2909.127.2.249
- McCullough, M. E., Tsang, J., & Emmons, R. A. (2004). Gratitude in intermediate affective terrain: Links of grateful moods to individual differences in daily emotional experience. Journal of Personality and Social Psychology, 86, 295-309. https://doi.org/10.1037/0022-3522.214.171.1245
- Moffit, T. E., Caspi, A., Harrington, H., & Milne, B. J. (2002). Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years. Development and Psychology, 14, 179-207. https://doi.org/10.1017/S0954579402001104
- Park, I. K. (2005). The effect of meditation activity on aggressive behavior of children. Master's Thesis, Donguk University.
- Park, M. J., & Kwon, K. N. (2010). The influences of meditation program using picture books on reduction of young children's aggression. The Korean Journal of community Living Science, 21(1), 125-138.
- Shaw, D., Dishion, T., Supple, L., Gardner, F., & Arnds, K. (2006). A family-centered approach to the prevention of early-onset antisocial behavior: Two-year effects of the family check-up in early childhood. Journal of Consulting and Clinical Psychology, 74, 1-9. https://doi.org/10.1037/0022-006X.74.1.1
- Persson, G. E. B. (2005). Developmental perspective on prosocial and aggressive motives in preschoolers' peer interactions. International Journal of Behavioral Development, 29(1), 80-91. https://doi.org/10.1080/01650250444000423
- Reebye, P. (2005). Aggression during early years-infancy and preschool. The Canadian Child and Adolescent Psychiatry Review. 14(1), 16-20.
- Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, 410-421. https://doi.org/10.1037/0003-066X.60.5.410
- Shin, H. S., & Kim, M. J. (2009). Effects of the gratitude enhancement program on junior high school students' subjective well-being and perceived social support. Korean Journal of Youth Studies, 16(1), 205-224.
- Shin, Y. L. (2012). A longitudinal study on the developmental relationship between preschoolers' relational aggression and peer rejection using the autoregressive cross-lagged model. Korean Journal of Early Childhood Education, 32(3), 101-115. https://doi.org/10.18023/kjece.2012.32.5.005
- Suh, J. A., & Ohm, J. A. (2013). Kindergarten teachers' perceptions of rough and tumble play and the teaching strategies toward that play. Early Childhood Education Research & Review, 17(3), 201-224.
- Thompson, B. (2001). Significance, effect sizes, stepwise methods, and other issues: Strong arguments move the field. Journal of Experimental Education, 70(1), 80-93. https://doi.org/10.1080/00220970109599499
- The Effects of Young Children Mother's Gratitude, Child-rearing Attitude on Family Resilience vol.24, pp.3, 2015, https://doi.org/10.5934/kjhe.2015.24.3.327