The purpose of this study was to examine how the temperament and home environments of children were bound up with their emotional intelligence and social development and how the former two factors affected the latter ones in an effort to raise awareness on the importance of emotional intelligence an...
The purpose of this study was to examine how the temperament and home environments of children were bound up with their emotional intelligence and social development and how the former two factors affected the latter ones in an effort to raise awareness on the importance of emotional intelligence and social development and to lay the foundation for providing better education. The subjects in this study were 1,100 school children who were selected from Seoul, Gyeonggi province and Incheon according to geographic region, academic school year and gender. Three different sorts of instruments were used in this study, which included Revised Dimensions of Home Environments Inventory, Elementary Schooler Emotional Intelligence Inventory and Social Development Inventory. The findings of the study about research questions posed were as follows: First, as to the relationship of home environments to emotional intelligence and social development, the children who had better access to materials, whose social maturity was more facilitated and who shared various sorts of experiences with their parents had a better emotional intelligence in every area except emotional regulation. By subfactor, those whose residential environments were better and who were more exposed to verbal stimuli had a higher emotional intelligence in every area. And those who were more exposed to emotional atmosphere had a better emotional intelligence in every field except utilization of emotion. In every area, social development was more prevailing among those who had better access to educational materials and tools, whose social maturity was more facilitated, who shared various sorts of experience with parents, whose residential environments were superior, who were more exposed to emotional atmosphere and who were given more verbal stimuli. Second, concerning the influence of the family environments on their emotional intelligence and social development, among home environments subvariables, their emotional intelligence was most affected by accessibility to materials, followed by facilitation of social maturity, various experience with parents, verbal stimuli and residential environments. As to the impacts of home environments factors, facilitation of social maturity exerted the most influence on their social development, followed by diverse experience, accessibility to materials, emotional atmosphere and residential environments. Third, Home environments of the children had some positive correlation to their emotional intelligence and social development as a whole.
The purpose of this study was to examine how the temperament and home environments of children were bound up with their emotional intelligence and social development and how the former two factors affected the latter ones in an effort to raise awareness on the importance of emotional intelligence and social development and to lay the foundation for providing better education. The subjects in this study were 1,100 school children who were selected from Seoul, Gyeonggi province and Incheon according to geographic region, academic school year and gender. Three different sorts of instruments were used in this study, which included Revised Dimensions of Home Environments Inventory, Elementary Schooler Emotional Intelligence Inventory and Social Development Inventory. The findings of the study about research questions posed were as follows: First, as to the relationship of home environments to emotional intelligence and social development, the children who had better access to materials, whose social maturity was more facilitated and who shared various sorts of experiences with their parents had a better emotional intelligence in every area except emotional regulation. By subfactor, those whose residential environments were better and who were more exposed to verbal stimuli had a higher emotional intelligence in every area. And those who were more exposed to emotional atmosphere had a better emotional intelligence in every field except utilization of emotion. In every area, social development was more prevailing among those who had better access to educational materials and tools, whose social maturity was more facilitated, who shared various sorts of experience with parents, whose residential environments were superior, who were more exposed to emotional atmosphere and who were given more verbal stimuli. Second, concerning the influence of the family environments on their emotional intelligence and social development, among home environments subvariables, their emotional intelligence was most affected by accessibility to materials, followed by facilitation of social maturity, various experience with parents, verbal stimuli and residential environments. As to the impacts of home environments factors, facilitation of social maturity exerted the most influence on their social development, followed by diverse experience, accessibility to materials, emotional atmosphere and residential environments. Third, Home environments of the children had some positive correlation to their emotional intelligence and social development as a whole.
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