Se-Jin Eom ¹, Hyun-Young Kang ², Hyun-Ah Seo ³

Affiliations
1 Department Child and Education, Busan Digital University, 57 Jurye-ro, Sasang-gu - 47011, Busan, Korea
2 Department Early Childhood Education, Young Dong University, 310 Daehak-ro Yeongdong-eup,Yeongdong-gun – 29131, Chungbuk, Korea
3 Department Early Childhood Education, Kyung Sung University, 309 Suyeong-ro, Nam-gu - 48434, Busan, Korea

Abstract

Objectives: The purpose of this study is to examine the effect of early childhood pre-service teachers’ character strengths and happiness on their anger expression. Methods/Statistical Analysis: The participants, comprised of this study, were 337 subjects. They are pre-service teachers, majoring in early childhood education at universities. Data were collected by survey questionnaires: 1)the surveys of character strengths from Authentic Happiness(2006) and short form of Seligman(2004)’s scale; 2) Choi(2011)’s Happiness Scale, revised from Kwon(2008)’s, the translated version of Oxford Happiness Inventory(OHI) (Argyle, 2001); 3) Chon et al. (1997)’s STAXI: Korean version, from Spielberger, Krasner, & Solomon(1988)’s STAXI: State-Trait Anger Expression Inventory. Findings: Firstly, the examination of correlation among the early childhood pre-service teachers’ character strengths, happiness, and anger expression reveals that there is statistically significant positive correlation among those variables. ‘Humanity’ and ‘transcendence’, among the sub-factors in character strengths, appear to be highly correlated with the sub-factors in happiness. In the study, there are statistically significant positive correlation among their character strengths and happiness and ‘anger-control’, one of the sub-factors in ‘anger expression’; and statistically significant negative correlation among character strengths and happiness and ‘anger-in’ and ‘anger-out’, the sub-factors in ‘anger expression’. Secondly, as the result of analyzing the effect of early childhood pre-service teachers’ character strengths and happiness on the sub-factors in anger expression, ‘knowledge & wisdom’, ‘temperance’, and ‘courage’ among the sub-factors in character strengths, and ‘external factor’ in happiness, have explanatory power of ‘angry-out’21%. This study also reveals that early childhood pre-service teachers’ ‘temperance’, among the sub-factors in character strengths, has a negative effect on their ‘anger-out’ and ‘anger-in’, whereas ‘temperance’ has a positive effect on ‘anger-control’. Improvements/Applications: The findings of this study provide insights to early childhood education field in terms of appropriate ways to promote happiness and character strengths of early childhood pre-service teachers, thus to quality of education.

Keywords

Anger Expression, Character Strengths, Early Childhood Education, Happiness, Pre-Service Teachers.

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Se-Jin Eom ¹, Jeong-Jin Youn ², Hyoung-Jae Kim ³

Affiliations
1 Department of Child Development and Education, Busan Digital University, 47011, Republic of Korea
2 Department of Early Childhood Education, Tongmyong University, 48520, Republic of Korea
3 Department Early Childhood Education, Youngdong University, 29131, Republic of Korea;

Abstract

Background/Objectives: Targeting undergraduates familiar with visual media, as a basic study to develop educational contents enhancing creativity personality, it aims to select educational images suitable for the enhancement of creativity·personality. Methods/Statistical Analysis: For this, experts in image and education classified images in accordance with self-identity, creativity, elements of personality, education, artistry, emotionality, and expansiveness. Regarding the responses of each item in the questionnaire, the average, standard deviation, and coefficient of variation were calculated. Also, to verify the contents validity, the content validity rate was calculated. Findings: First, total 59 films, 58 animations, 65 documentaries, 56 cartoons, and 65 advertisements were selected. Second, through the Delphi method with experts to secure the contents validity and social validity of the 59 films, 58 animations, 65 documentaries, 56 cartoons, and 65 advertisements finally selected on the basis of the selection standards and contents analysis, total 40 images representing each medium were selected. The significance of this study was like following. First, it is significant that the education-film convergence education using the strengths of visual media was sought for to develop educational contents enhancing undergraduates’ creativity·personality. Second, it is also significant to suggest the new standards of image selection to develop educational contents enhancing creativity·personality. Improvements/Applications: It is urgently needed to have researches to develop/use the actual educational contents enhancing creativity·personality based on the results of this study and the results of undergraduates’ demand survey.

Keywords

Animation, Cartoon, Creativity·personality, Documentary, Film, Undergraduate

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