• 대한가정학회지
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• 제45권2호
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• pp.133-145
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• 2007

The purpose of this research was to identify the importance of emotional development in early childhood, in children ages three to five, by examining the relationship between the variables in the children such as gender, age, and temperament, as well as their mothers' emotionality, in relation to emotional development. The participants included a total of 72 children between three and five years of age. The major findings are as follow: First, there were significant differences in emotional expression and emotional recognition between the boys and the girls. Additionally, the emotional recognition of the children increased as age increased, and more positive strategies for emotional regulation were used with the increasing age of the children. Temperament characteristics did not have any relationship with emotional expression or emotional recognition, while the strategies for emotional regulation were related to the temperament characteristics. Second, the emotional expressivity of the mother was related to the emotional expression and recognition of the child, but wes not associated with strategies for emotional regulation. The emotional reactivity of the mother was related to a child's strategies for emotional regulation, but not to emotional expression or recognition. Third, emotional development of the children wes influenced by the individual child variables and emotionality of the mother.

• 대한가정학회지
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• 제44권5호
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• pp.49-58
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• 2006

The purposes of this study were to investigate emotional display rules and intentions of preschool children, any gender differences and the emotional intentions according to levels of understanding of emotional display rules and positive vs. negative situations. The subjects were 58 six-year-old preschoolers who were individually interviewed using 7 hypothetical scenarios that assessed emotional display rules and intentions. The children showed more self-protective intention than other intentions, although there were no gender differences in using emotional display intentions. Children with high scores of emotional display rules frequently tended to use prosocial and self-protective intentions and also used different emotional intentions on positive vs. negative emotional situations.

• 한국유통학회:학술대회논문집
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• 한국유통학회 2007년도 하계통합학술대회 발표논문집
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• pp.127-158
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• 2007

This study discusses salespersons' emotional intelligence, one of the key abilities necessary to meet customers' needs effectively, and express positive emotions in frequent interactions with customer. Emotional intelligence refers to self-controllability and social ability emphasizing pro-social aspect and understanding of others. This study investigates how salespersons' emotional intelligence affects adaptive selling and positive emotional expression during the process of interaction with customers, and how such adaptive selling and positive emotional expression affects the quality of service perceived by customers. The results show that greater salespersons' emotional intelligence results in better adaptive selling and positive emotional expression. Such adaptive selling and positive emotional expression had significant effects on the quality of service perceived by customers. These results are important in that they address emotional intelligence as salespersons' emotional ability, which has been overlooked as an antecedent variable for improving adaptive selling and display of positive emotion, consequently provide another factor to help salespersons improve their selling behavior.

• 대한가정학회지
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• 제42권3호
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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.

• 대한가정학회지
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• 제39권9호
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• pp.15-25
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• 2001

This study investigated the relationship between mothers'psychological life position and children's social-emotional development. Subject consisted of 303 children and their mothers enrolled in preschool at Seoul. A sample of mothers completed the questionnaire and teachers rated the social-emotional development instrument. The results showed that children's social-emotional development differed according to their gender and age. And there were differences between mothers'psychological life position as a function of educational level and employment status. Mothers'psychological life position was related to their children's social-emotional development.

• 대한가정학회지
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• 제36권11호
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• pp.61-72
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• 1998

The purpose of this study was to investigate parental emotion regulation and children's understanding of emotional display rules. 31 boys and 29 girls of the first and fourth grades and their parents were selected for the subject. Sixty children were interviewed on eight interpersonal conflict situations and parent completed the PACES(Saarni, 1985) separately. The main results of this study were as follows. 1) Children's understanding of emotional display rules increased with age. 2) Children's primary justification for using emotional display rules was self-protective one. Girls used more often prosocial justification than boys. 3) Parental emotion regulation was significantly different between the two contexts: a child might cause another person substantial emotional distress and a child didn't cause another person substantial emotional distress. 4) Parental regulation was differed by children's age in the context that the child might cause another person substantial emotional distress. 5) Father's regulation was differed by children's sex in the context that the child might cause another person substantial emotional distress. 6) Maternal regulation was positively correlated to the level of emotional display rules in the context that the child might cause another person substantial emotional distress.

• 대한가정학회지
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• 제43권5호
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• pp.1-14
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• 2005

This study investigated the relation between preschoolers' individual and parents 'characteristics and preschoolers' emotional understanding and regulation. Subjects were 2004 and 5-year-old children and their parents. Interview tasks were used as research instruments used to measure preschoolers 'emotional understanding and regulation. Preschoolers' temperament and parents characteristics were measured by questionnaires based on several previous studies. The results revealed that preschooler's emotional understanding and regulation were significantlv different according to mothers' attitude style, emotional expressiveness, and attitude toward children's emotional expressiveness. The results are consistent with recent research showing that parents emotional socialization may be important for preschoolers' emotional understanding and regulation.

• 대한가정학회지
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• 제50권2호
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• pp.65-74
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• 2012

This study was conducted to examine how children perceive emotional support, emotional regulation and self-efficiency. They came mainly from three elementary schools which are located in Gwangju metropolitan city. Questionnaires were provided to these students and the completed questionnaires were collected. Participants were 503 students. The results were as follows. First, only emotional support and self-efficiency directly affected in the school adjustment. Moreover, emotional support was the most influential factor. Second, although emotional support directly affected in the school adjustment, it also indirectly affected in the school adjustment through emotional regulation. Third, emotional regulation did not directly affect in the school adjustment, but on the other hand, it indirectly affected in the school adjustment through self-efficiency.

• 대한가정학회지
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• 제40권7호
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• pp.25-40
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• 2002

The purpose of this study was to examine the relationships between child's emotional intelligence and stress according to child's sex. The subjects for this study were 380 children of 5-6th grade selected from elementary schools in Busan. Kwak's questionnaires(1994) on child's emotional intelligence and Han, Mi-Hyun's questionnaires(1996) on child's stress were used. Statistical techniques such as Manoya, Pearson's correlation, canonical were used. The results were as follows : (1) According to sex, there were significant differences in child's emotional intelligence and stress. The girls showed higher emotional expression, emotional empathy, emotional control, and the friend-related stress than boys. The boys showed higher parent-related stress than girls. (2) There were significant negative correlations between child's emotional intelligence and stress. The children who got higher emotion intelligence perceived lower stress. (3) Among five dimensions of emotional intelligence for boy, the effective variable was emotional utilization. And among six dimensions of stress, the effective variables were home-environment stress and school-related stress. Among fine dimensions of emotional intelligence for girl, the effective variables were emotional expression and emotional recognition. And among six dimensions of stress, the effective variables were friend-related stress and parent-related stress.

• 대한가정학회지
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• 제44권1호
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• pp.75-85
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• 2006

Emotional expressiveness is a pathway by which parents affect the emotional competence of their children. This study examined how the emotional expressiveness of parents is influenced by the emotional reactions of their children and demographic characteristics within a family context. Data for the present study were from 200 parents in 100 two-parent families who completed self-report questionnaires for emotional expressiveness, children's emotional reactions to stressful situations, and demographics. In preliminary analyses, mothers expressed emotions more frequently than fathers did, and mothers with high expressiveness of positive emotions were more educated and had higher family income. Although fathers' emotional expressiveness was closely related to mothers' expressiveness, none of the demographic factors were related to fathers' expressiveness. When all predictors were considered in hierarchical multiple regressions, family income was the significant predictor for mothers' positive expressiveness, whereas mothers' negative expressiveness were explained by children's emotional reactions, mother education, child sex, the number of siblings, fathers' education, and mothers' time spent with children. When controlled for mothers' expressiveness, fathers' time spent with children was the only significant predictor for fathers' negative expressiveness. The results of this study suggested that parents' emotional expressiveness varied with socioeconomic status. The discussion also examines the gender differences between mothers and fathers in emotional expressiveness, and their relations to children's sex.