KJCKorea
Journal Central

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.