• Title/Summary/Keyword: Emotional Problems

Search Result 829, Processing Time 0.019 seconds

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
    • /
    • v.42 no.3
    • /
    • pp.65-77
    • /
    • 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.

A Short-Term Longitudinal Study on the Reciprocal Relations between Mothers' Depression and Their Preschoolers' Emotional Problems (어머니의 우울과 학령전기 유아의 정서 문제 간의 상호적 관계에 대한 단기 종단연구)

  • Chang, Young Eun;Han, Hyo Jeong
    • Human Ecology Research
    • /
    • v.54 no.5
    • /
    • pp.551-564
    • /
    • 2016
  • This study examined the causal relationship between a mothers' depression and the emotional problems of their preschool-aged children as indicated by anxiety, depression and emotional reactivity. We analyzed data from 1,528 mothers and their children from the Panel Study of Korean Children (PSKC) collected when the children were 4 years old and 5 years old. Autoregressive cross-lagged modeling was conducted using AMOS ver. 23.0 to investigate the longitudinal reciprocal effects between mothers' depression and children's emotional problems. The results indicated that both mothers' depression and children's emotional problems were relatively stable between the ages of 4 to 5. There were significant cross-lagged effects from the mothers' depression to children's emotional problems and from children's emotional problems to mothers' depression. Mothers reported higher levels of depression when the children were 4 years old and the children showed more anxiety, depression and emotional reactivity when they were 5 years old. Emotional problems when the children were 4 predicted greater depression among mothers 1 year later. We also examined the group difference (between boys and girls) in the study model. Gender differences were not statistically supported. The results suggested that early assessment and intervention for mothers' depression and children's emotional problems are essential for a healthy mother-child relationship and later child outcomes.

The Influence of Maternal Emotional Expression on Preschoolers' Behavior Problems: Dual Mediating Effects of Preschoolers' Emotional Temperament and Emotion Regulation (어머니의 부정적 정서표현이 유아의 문제행동에 미치는 영향 : 유아의 정서성 기질과 정서조절의 순차적 이중매개효과)

  • Lim, Ji Young;Lee, Yoon Jeong
    • Korean Journal of Child Studies
    • /
    • v.38 no.2
    • /
    • pp.51-66
    • /
    • 2017
  • Objective: This study aimed to examine the dual mediating effects of preschoolers' emotional temperament and emotion regulation in the relationship between maternal emotional expression and preschoolers' behavior problems. Methods: The participants included 167 preschoolers and their mothers from Daegu city and Gyeonsang province. The mothers completed questionnaires regarding their own emotional expression, children's temperament, emotion regulation, and behavior problems. Results: The primary results of this study were as follows. First, there were significant correlations among maternal emotional expression, preschoolers' emotional temperament, emotion regulation, and problem behaviors. Second, maternal emotional expression had an indirect effect on preschoolers' behavior problems through preschoolers' emotional temperament and emotion regulation. Conclusion: This study revealed that maternal negative emotional expression and preschoolers' temperament and emotion regulation need to be considered simultaneously to explain the level of preschoolers' behavior problems. More specifically, the results highlight the dual mediating effects of preschoolers' temperament and emotion regulation in the relationship between maternal negative emotional expression and preschoolers' behavior problems.

The Mediating Effects of Emotional Regulation Abilities on the Relationship Between Mothers' and Fathers' Parenting Behavior and Preschoolers' Externalizing Behavior Problems (부·모의 양육행동과 유아의 외현화 문제행동의 관계에서 정서조절능력의 매개효과)

  • Choi, Jung Eun;Lee, SoYean
    • Korean Journal of Child Studies
    • /
    • v.38 no.1
    • /
    • pp.33-48
    • /
    • 2017
  • Objective: The purpose of this study was to investigate the mediating effects of emotional regulation abilities on the relationship between parenting behavior and preschoolers' externalizing behavior problems. Methods: A survey was conducted with the parents of 166 preschoolers; the children were attending seven different daycare centers in Seoul. Results: The results were as follows: First, emotional regulation abilities fully mediated the relationship between fathers' rejection-restriction parenting behavior and externalizing behavior problems. Second, emotional regulation abilities fully mediated the relationship between mothers' warmth-acceptance, rejection-restriction, and permissive-neglectful parenting behavior and externalizing behavior problems. Third, after controlling for fathers' parenting behavior, emotional regulation abilities fully mediated the relationship between mothers' parenting behavior and externalizing behavior problems. Conclusion: Both parenting behavior and emotional regulation abilities should be considered when attempting to understand the development of preschoolers' externalizing behavior problems. In particular, the results from this study stress the important role of emotional regulation abilities in decreasing externalizing behavior problems and buffering against the influence of negative parenting behavior.

The Effects of College Students' Sociotropy and Ambivalence over Emotional Expressiveness on Interpersonal Problems (대학생의 관계지향성이 대인관계문제에 미치는 영향: 정서표현양가성의 매개적 역할)

  • Park, Jiae;Han, Sae-Young
    • Journal of Families and Better Life
    • /
    • v.34 no.5
    • /
    • pp.135-150
    • /
    • 2016
  • The purpose of this study was to examine the effects of sociotropy, as perceived by college students, and ambivalence over emotional expressiveness on their interpersonal problems. A total of 248 college students (127 males and 121 females) living in Seoul and Gyonggi responded to questionnaires, which included items related to sociotropy, ambivalence over emotional expressiveness, and interpersonal problem. First, college students' sociotropy was correlated with ambivalence over emotional expressiveness and interpersonal problems. It was suggested that people with high level of sociotropy experienced more emotional expressive conflict and interpersonal problems than people with low level of sociotropy. Second, male and female college students' ambivalence over emotional expressiveness partially mediated the relation between sociotropy and move toward other people, one of the interpersonal problem's subtypes. Male college students' ambivalence over emotional expressiveness has fully mediated the relation between sociotropy and move against other people, one of the interpersonal problem's subtypes. And female college students' ambivalence over emotional expressiveness has fully mediated the relation between sociotropy and move away from other people, one of the interpersonal problem's subtypes. According to gender difference, different interpersonal problems appeared. This study's results may provide some important suggestions for interpersonal problems in college students by increasing understanding of multiple dimensions according to their internal tendency and emotional expressiveness.

The Impact of Parenting Styles on Emotional Problems of Adolescents

  • Kim, Kyung Ho
    • Journal of the Korea Society of Computer and Information
    • /
    • v.27 no.4
    • /
    • pp.145-151
    • /
    • 2022
  • The purpose of the present study was to test the relationship between perceived parenting styles and emotional problems among adolescents, and to obtain basic informations in terms of preventing and reducing the emotional problems. Based on literature review, a structural equation model to explain the causal relationships between democratic parenting and emotional problems, and between controlling parenting and emotional problems respectively. This study analyzed the 6th and 7th data from Korean Children and Youth Panel Survey. The major results of the study are as follows. First, democratic parenting had a negative relationship with emotional problems. Second, controlling parenting had a positive relationship with emotional problems. Third, according to the gender and level of subjective health, there were significant differences in perceived parenting styles and emotional problems. Finally, in terms of improving parenting skills and reducing emotional problems, implications of the research findings and suggestions were discussed.

The relationships between children's attachment to mother, anger and emotional.behavioral problems (아동의 모 애착 및 분노와 정서.행동문제간의 관계)

  • Chun, Eun-Chung;Lee, Jin-Suk
    • Journal of Families and Better Life
    • /
    • v.28 no.6
    • /
    • pp.157-167
    • /
    • 2010
  • This study examined the relationships among children's attachment to the mother, trait anger, anger expression style, and emotional-behavioral problems in children. The subjects were 384 5th and 6th graders at elementary schools in J and G cities of Jeonbuk-Do. The instruments were Revised Inventory of Parent and Peer Attachment (IPPA-R), Stat-Trait Anger Expression Inventory - Korean version (STAXI-K), and Strength and Difficulty Questionnaire (SDQ). The major results are as follows; The level of children's attachment to the mother was negatively related to anger and emotional-behavioral problems, and the level of trait anger was positively related to emotional-behavioral problems. Children who have high anger expression and anger suppression tended to show more externalized behavior problems. Finally, the regression analysis showed that children's attachment to the mother and anger are revealed as significant factors in emotional-behavioral problems.

The Relationships Among Early Childhood Teachers' Resilience, Difficulty in Emotional Regulation, and Teaching Strategies for Children with Behavior Problems (유아교사의 회복탄력성, 정서조절 어려움, 유아 문제행동 지도전략 간의 관계)

  • Kim, Su Jin;Kwon, Jeong Yoon
    • Korean Journal of Childcare and Education
    • /
    • v.14 no.3
    • /
    • pp.59-76
    • /
    • 2018
  • Objective: The purpose of this study was to examine the relationships among teachers' resilience, difficulty in emotional regulation, and teaching strategies for behavior problems of children. Methods: A total of 200 day care and kindergarten teachers were surveyed. The collected data were analyzed by Pearson's correlation and multiple regression. Results: First, teachers' resilience, difficulty in emotional regulation and teaching strategies for children with behavior problems were significantly related. Teachers' resilience showed a positive correlation with teachers' positive prevention and reaction strategies but showed a negative correlation with teachers' negative reaction strategies. Among the teachers' difficulty in emotional regulation, the factor of difficulty for impulsive control and lack of attention showed negative correlations with teachers' prevention and positive reaction strategies. Second, teachers' resilience and difficulty in emotional regulation significantly explained the teaching strategies for children with behavior problems. Teachers' resilience was found to be the most important variable explaining teaching strategies for children with behavior problems. Conclusion/Implications: This study revealed that teachers' resilience and difficulties in emotional regulation were important psychological and emotional characteristics for teachers when teaching children with behavior problems.

Children's Emotional and Behavioral Problems Reported by Parents and Teachers and Associating Factors (부모 및 교사가 보고한 아동의 정서·행동문제와 관련요인)

  • Yuh, Jong Il;Lee, Kyung Hwa
    • Korean Journal of Human Ecology
    • /
    • v.23 no.3
    • /
    • pp.367-377
    • /
    • 2014
  • The purpose of this study was to examine children's emotional and behavioral problems using parent and teacher ratings. The study also explored how children's individual factors were associated with their problems. The Strengths and Difficulties Questionnaire Korean version (SDQ-Kr) was completed by parents and teachers of 157 elementary school students. Parents reported perceptions of their child's social skills. Children completed the measure of self-esteem. The results showed that moderate to strong correlations were found between parents and teachers, revealing a stronger correlation in regard to hyperactivity than to emotional problems. Self-esteem and social skill were associated with emotional and behavioral problems in children classified by socio-emotional developmental level. Integrating information from parents and teachers can provide a more complete portrait of a child's adjustment and can better identify a child's problems. These findings highlight that self-esteem and social skill may play critical roles in intervening on children's emotional and behavioral problems.

Factors Affecting Emotional·Behavioral Problems in Early Adolescence: A Multilevel Model Study

  • Park, Hee Young;Choi, Yeon Hee
    • Research in Community and Public Health Nursing
    • /
    • v.28 no.4
    • /
    • pp.482-493
    • /
    • 2017
  • Purpose: This study aims to investigate the individual and environmental factors related to emotional/behavioral problems to early adolescence in Korea by applying multilevel modeling. Methods: From the database of the 2014 Korean Child and Youth Panel Survey (KCYPS), the researchers selected 1,977 adolescents who are in the second year of middle school. Multilevel model analysis was performed to estimate the impact of relevant factors at the individual and environmental levels. Results: At the individual level, the significant factors associated with emotional/behavioral problems included BMI and study tendency in boys, and drinking, study tendency and economic levels in girls. At the environmental level, the significant factor associated with emotional/behavioral problems included relationship with the teacher. Conclusion: The emotional/behavioral problems of early adolescence are influenced not only by the individual factors but also by the environment factor. Therefore, the environment surrounding the adolescents should also be considered to prevent emotional/behavioral problems.