• Title, Summary, Keyword: Regulation

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The effects of interaction based on contingent regulation between teacher and underachiever in elementary mathematics - Based on Vygotsky theory - (수학 학습 부진아와 교사의 유관 조절식 상호작용의 효과 - Vygotsky 이론을 중심으로 -)

  • 류성림;정윤경
    • Journal of Educational Research in Mathematics
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    • v.12 no.3
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    • pp.371-388
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    • 2002
  • The purpose of this study is to analyze the effects of interaction based on contingent regulation between teacher and underachiever in elementary mathematics. For this purpose, research questions are established as follows; (1) Is there any difference between contingent regulation and natural regulation in mathematics achievement\ulcorner (2) Is there any difference between contingent regulation and natural regulation in affectionate perspective\ulcorner (3) Is there any difference between contingent regulation and natural regulation in adult regulation\ulcorner Two classes of fifth grade Children(10 children) were sampled from an elementary school in city of Daegu. One of them was assigned to the contingent regulation group and the other to natural regulation group. An experiment was conducted for 7 weeks. Two kinds of test instruments were used : pre-test and post-test. The pre-test scores guaranteed that both groups were homogeneous. Post-test was used to identify two effects(research questions (1) & (2)) and the post-test scores were analyzed by t-test. The results were as follows. (1) There was significant difference between contingent regulation and natural regulation in mathematics achievement. This means that experiment group was higher than control group and the interaction effect of contingent regulation was higher in post-test. The self-control indicated in experiment group. (2) There was slightly significant difference between contingent regulation and natural regulation in affectionate perspective. This means that experiment group turned to slightly positioner in post-test. (3) There was significant difference between contingent regulation and natural regulation in adult regulation. In other words, level of contingent regulation changed depending on underachievers' ability but level of natural regulation didn't change. Therefore, I suggest that contingent regulation based on Vygotsky theory would provide effective mathematics education for underachievers in elementary mathematics.

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Effects of Maternal Parenting, Self-Esteem and Emotion Regulation Strategy on Emotion Regulation of Children (아동이 지각한 어머니의 양육행동과 아동의 자아존중감 및 정서조절방략이 정서조절능력에 미치는 영향)

  • Cho, Su-Hyun;Lee, Kyung-Nim
    • Journal of the Korean Home Economics Association
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    • v.48 no.5
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    • pp.61-72
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    • 2010
  • This study examined the effects of maternal parenting, children's self-esteem and emotion regulation strategy on emotion regulation. Data were collected from 493 5th and 6th graders. The results were as follows: Firstly, maternal authoritarian and permissive parenting directly affected children's maladaptive emotion regulation, while maternal affectionate and permissive parenting directly affected children's adaptive emotion regulation. Secondly, children's selfesteem directly affected both their maladaptive and adaptive emotion regulation, while also acting as a mediator between maternal parenting and children's maladaptive and adaptive emotion regulation. Children's cognitive reappraiser strategy positively affected adaptive emotion regulation, but emotion suppressive strategy negatively affected adaptive emotion regulation. These emotion regulation strategies played a mediating role between maternal parenting or children's self-esteem and adaptive emotion regulation.

A Study of Self-regulation for Consumer Protection in E-Commerce Business (전자상거래 사업자의 소비자보호 자율규제에 관한 연구)

  • Bae, Mi-Kyeong;Seo, Min-Kyo;Woo, Kwang-Myung
    • Korean Journal of Human Ecology
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    • v.13 no.1
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    • pp.1-16
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    • 2004
  • The purpose of this study was to examine the self-regulation in E-commerce business and review the major issues of self-regulation in several countries. This paper reviewed the legislation for the self regulation of APEC, OECD and EC, and introduced the regulation system for several countries, such as U.S. U.K and Japan. Also, we analyzed the current issues and problems of self-regulation in Korea and tried to suggest the future direction. There were three different regulations such as market forces, government regulation and self-regulation and the model of self-regulations were shaped in various types. Even though the government made the standard regulations for business sector but it was impossible to direct individual firms and their compliance of those regulations. To compensate the government regulation, the self regulation with low cost is needed and also two kinds of regulations has to be unified to enhance the regulation system in E-commerce. Industries should participate for the regulation voluntarily and consumers must give an award of legislation for self-regulation to motivate the self-regulations of industries.

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Child's Sex, Temperament, Mother's Emotion Regulation and Parenting as Related to Child's Emotion Regulation (어머니가 지각한 아동의 기질, 어머니의 정서조절 및 양육행동과 아동의 정서조절간의 관계)

  • Lim, Hee Su;Park, Seong Yeon
    • Korean Journal of Child Studies
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    • v.23 no.1
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    • pp.37-54
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    • 2002
  • The purpose of study was to examine child emotion regulation as a function of child's sex, temperament, mother's emotion regulation, and mother's parenting. The subjects were 386 mothers of fifth or sixth graders in Seoul and Kyonggi province. The data were gathered through questionnaires developed for the current study. The major findings were as follows: 1) There were significant sex differences in some categories of child's emotion regulation. 2) The more active the child's temperament, the child showed more negative emotion regulation(venting, aggressive expression, avoidance). 3) Mother's negative emotion regulation was significantly related to the child's negative emotion regulation. 4) There were significant correlations between mother's parenting and child's emotion regulation. That is, mother's positive parenting was related to child's positive emotion regulation. 5) The relationship between mother's emotion regulation and child's emotion regulation was mediated by mothers' parenting.

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The Effects of Maternal Grandmothers' Positive Parenting Behavior, Mothers' Emotion Regulation and Positive Parenting Behavior on Children's Emotion Regulation (외조모의 긍정적 양육행동과 어머니의 정서조절능력 및 긍정적 양육행동이 학령 후기 아동의 정서조절능력에 미치는 영향)

  • Park, Soo-Yeon;Doh, Hyun-Sim;Kim, Min-Jung;Song, Seung-Min
    • Korean Journal of Child Studies
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    • v.35 no.2
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    • pp.117-136
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    • 2014
  • This study examined the effects of maternal grandmothers' positive parenting behavior, mothers' emotion regulation, and positive parenting behavior on children's emotion regulation. A total of 348 mothers of fourth and fifth graders responded to questionnaires, which included items related to their mothers' positive parenting behavior, their own emotion regulation and positive parenting behavior, and their children's emotion regulation. The data were analyzed by means of correlations and Structural Equation Modeling (SEM). First, maternal grandmothers' positive parenting behavior significantly affected mothers' emotion regulation, but mothers' emotion regulation did not directly affect their children's emotion regulation. Second, maternal grandmothers' positive parenting behavior had an effect on mothers' positive parenting behavior, which led to a high level of their children's emotion regulation. Lastly, maternal grandmothers' positive parenting behavior indirectly influenced children's emotion regulation through mothers' emotion regulation and positive parenting behavior. This study emphasizes the intergenerational transmission of positive parenting, as well as a crucial influence of mothers' positive parenting behavior on children's emotion regulation.

Children's Emotional Response, Emotion Regulation Strategy and Emotion Regulation Effect: Relationships among the Emotion Regulation Strategy, Emotion Regulation Effect and Psychological Well-being (아동의 정서반응 유형, 정서조절 전략 및 효과 탐색: 정서조절 전략 및 효과와 심리적 안녕감간의 관계)

  • Lee, Hae-Lyon;Kim, Kyong-Yeon
    • Journal of the Korean Home Economics Association
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    • v.44 no.7
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    • pp.99-111
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    • 2006
  • This study was conducted to investigate children's emotional response, emotion regulation strategy, and emotion regulation effect (regulation effect of strategies), and to determine the relationships among emotion regulation strategy, emotion regulation effect and children's psychological well-being in anger, (ear, and disappointment situations. Emotion regulation strategy recomposed four strategies through factor analysis based on the children's direct answers to the question inquiring on the method used to regulate anger, fear, and disappointment. A total of 359 elementary school children in glades 5 or 6 selected one strategy use to regulate anger, fear, and disappointment. The effect of that selected strategy were estimated. Psychological well-being is evaluated by a questionnaire. The results of this study showed that most of elementary school children used the attention evocation strategy to regulate anger, fear, and disappointment, and this strategy was confirmed to be the most effective. Children's psychological well-being was associated with only emotion regulation effect in anger, fear, and disappointment situations.

Machine Learning Approach to the Effects of the Superstore Mandatory Closing Regulation

  • AN, Jiyoung;PARK, Heedae
    • The Journal of Distribution Science
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    • v.18 no.2
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    • pp.69-77
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    • 2020
  • Purpose - This paper is aimed to analyze the effects of the mandatory closing regulation targeting large retailers, which has been implemented since 2012 to protect small retailers. We examine the changes in consumers' choice of retailers and their purchasing patterns of agri-food following the implementation of such regulation. Research design, data, and methodology - Household spending patterns were identified through the historical data of household food purchase, consumer panel provided by the Rural Development Administration. Clustering was employed to determine the household spending patterns. Moreover, the different household spending patterns before and after the regulation were comparatively studied. The patterns of consumers' choice of retail stores and shopping baskets by the type of retailers, derived from the respective datasets before and after the regulation, were compared to analyze the effects of the regulation. Results -After the regulation, some consumers who used to shop at large retailers before the regulation changed their shopping places to small retailers. However, the product categories that consumers had mainly purchased before the regulation were rarely changed even after the regulation. Conclusions - Although the regulation helped migrate some of the consumers to small retailers, the regulation seemed to have failed to stimulate consumers to purchase the goods, normally bought at large retailers, from traditional markets. In other words, traditional markets are not effective substitutes for regulation-affected retailers.

Children′s Motive and Competence for Emotional Regulation and Behavior Problems (아동의 정서조절 동기 및 정서조절 능력과 행동문제)

  • 한유진
    • Journal of the Korean Home Economics Association
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    • v.42 no.3
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    • pp.65-77
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    • 2004
  • This study investigated emotional regulation, motive for emotional regulation and behavior problems of children. 64 boys and 58 girls in fourth grade and their mothers were selected for the subject. The children were interviewed about eight interpersonal conflict situations, while their mothers completed the CBCL(Child Behavior Check List). Major findings were as follows: emotional regulation, motive for emotional regulation and behavior problems differed according to the children's gender. Girls used more appropriate display rules for managing negative emotions, and more often, prosocial motives than boys. While girls displayed greater immature behavior, boys displayed more hyperactive and aggressive behavior. Negative emotional regulation was the most predictable variable for boy's behavior problems. Positive emotional regulation and prosocial motives were significant variables predicting girl's behavior problems. These findings implicate that emotional regulation and motive for emotional regulation are important factors in preventing behavior problems of school-age children.

Analysis of Preservice Elementary Teachers' Lesson Plans

  • Hong, Jung-Lim
    • Journal of The Korean Association For Science Education
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    • v.24 no.1
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    • pp.171-182
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    • 2004
  • The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.