open access
메뉴
open access
메뉴
ISSN : 1229-0718
This study validated the Brief-Mentalized Affectivity Scale (B-MAS) for use among early childhood education teachers in Korea. Mentalized affectivity is crucial for both teachers’ well-being and children's emotional regulation, making it an important area of research. An online survey was conducted with 533 homeroom teachers from kindergartens and daycare centers. After performing confirmatory factor analysis on 300 participants, one item with low factor loadings was removed, resulting in the Korean version of the Brief-Mentalized Affectivity Scale(K-B-MAS) which includes 11 items across three factors: Identifying emotions, Processing emotions, and Expressing emotions. Confirmatory factor analysis (CFA) was performed on 233 participants, confirming a good model fit. Construct validity was supported through significant correlations with adult attachment, empathy, and self-compassion. This study is the first to validate and apply the B-MAS in Korea, providing a simple and practical tool for assessing early childhood teachers' emotional regulation abilities.
This study examined the association between childhood trauma and college adjustment by, focusing on the mediating roles of stress vulnerability and depression. A total of 531 first-year students(230 men and 301 women) completed self-reported questionnaires assessing childhood trauma, stress vulnerability, depression, and college adjustment. The major results of this study are as follows: First, childhood trauma, stress vulnerability, depression, and college adjustment significantly correlated. Second, stress vulnerability and depression sequentially mediated the relationship between childhood trauma and college adjustment among first-year students. Based on these results, related intervention strategies and implications of these findings are suggested. Finally, the significance and limitations of the study are discussed.
The study aimed to provide basic data for program development to improve empathy by exploring the relationship between temperament and empathy. To this end, questionnaire data on temperament(EATQ-R) and empathy(EQ-C) were collected and analyzed from 555 elementary and middle school students in Seoul and Gyeonggi-do. The results are as follows. First, among the subdimensions of temperament, affiliativeness and negative affectivity were significantly higher in female students, while surgency was significantly higher in male students. In addition, emotional empathy was significantly higher among female students. Second, among the four subdimensions of temperament, effortful control and affiliativeness had significant effects on empathy. Effortful control also had positive effects on cognitive and emotional empathy. Particularly in the case of affiliativeness, the influence on cognitve and emotional empathy was relatively large compared with effortful control. Third, there were significant differences in empathy and its subdimensions based on levels of effortful control and affiliativeness. Higher levels of effortful control were associated with higher levels of cognitive empathy. And higher levels of affiliativeness were associated with higher levels of cognitive and emotional empathy. Additionally, the interaction effect between affiliativeness and effortful control was significant for emotional empathy. Finally, the implications and limitations of the study are discussed.
Parental empathy may play an important role in promoting children's cognitive, social and emotional development, by sensitively interpreting their mental states and providing an appropriate environment. To explore this possibility, this study examined whether maternal empathy in infancy predicts a child's later executive function, theory of mind, and empathy development through longitudinal data from 69 mother-child dyads. We found that maternal empathy, measured when a child was 14-20 months old, predicted the child's emotion contagion at 60 months, even when controlling for maternal education and family income. However, this influence did not exceed the child's vocabulary on executive function or theory of mind (emotion, belief understanding, etc.). These findings suggest that the types of individual differences in parental empathy measured in our study may be limited in predicting long-term developmental outcome of executive functioning and theory of mind.
This study examined whether adolescents' leisure activities foster mindfulness through concentration and mood regulation, thereby alleviating stress responses. Music listening, a widespread interest among adolescents, was chosen as the leisure activity. An online survey was conducted with 623 middle and high school students nationwide. The relationships between concentration and mood regulation were analyzed through music listening, mindfulness, and daily stress responses. Data were processed using SPSS Windows software version 25 and PROCESS Macro 6 to verify the sequential mediation effect. The results showed that adolescents' music listening as a leisure activity enhanced concentration and mood regulation, fostering mindfulness and significantly reducing daily stress through a sequential mediation pathway. This study suggests that adolescents can effectively use music listening as a self-regulation strategy for stress management. The findings also supports the development of self-care mindfulness leisure programs to improve adolescent mental health.
This study aims to verify whether the four sub-factors of children's executive function difficulties have parallel multiple mediation effects on the relationship between maternal authoritative parenting behavior and the four sub-factors of children's pragmatic language skills. The main findings can be summarized as follows: First, the sub-factors of children's executive function difficulties demonstrated parallel multiple mediation effects on the relationship between maternal authoritative parenting behavior and the sub-factors of children's pragmatic language skills of which were significant. The mediation effects were identified as partial mediation. Second, an analysis of the specific mediation effects showed that, among planning-organization difficulties and behavior control difficulties, both of which showed significant simple mediation effects, behavior control difficulties had a greater mediation effect. Based on these results, three implications are presented.
This study aimed to identify the moderating effect of mothers' feeding attitudes on the relationship between children's difficult temperaments and eating behaviors. We surveyed 297 mothers with children aged 3 to 4 years. The results showed that children's difficult temperament was positively correlated with picky eating, food reactions, beverage cravings, emotional overeating, and emotional undereating, and it was negatively correlated with encouragement of variety and interest in feeding. Emotional feeding moderated the relationship between difficult temperament and both emotional overeating and undereating. Additionally, encouraging interest in feeding moderated the relationship between difficult temperament and food reactions and beverage cravings. This study provides evidence for therapeutic approaches to enhance adaptive eating behaviors in children with difficult temperaments.