가정어린이집 교사의 이직의도에 대한 정서몰입과 임파워먼트의 영향

권연희,이경진 한국아동학회 2017 한국아동학회 학술발표논문집 Vol.2017 No.11

어머니의 부모역할지능이 유아의 리더십에 미치는 영향 - 유아의 자기존중감의 매개효과 중심으로 -

권연희,조미숙 한국보육학회 2015 한국보육학회지 Vol.15 No.1

본 연구는 유아기 리더십에 관심을 가지고 어머니의 부모역할지능과 유아의 자기존중감이 리더십에 어떠한 방식으로 영향을 미치는지를 알아보고자 하였다. 구체적으로 어머니의 부모역할지능이 유아의 리더십에 미치는 영향에 대한 유아의 자기존중감의 매개효과를 규명하였다. 이를 위해 B광역시에 소재한 유아교육기관(유치원 3곳, 어린이집 3곳)에 재원중인 만4, 5세 학급의 유아 204명(남 108명, 여 96명)과 그들의 어머니를 대상으로 하였다. 수집된 자료의 분석을 위해 SPSS 18.0 프로그램을 이용하여 평균, 표준편차와 적률상관관계분석 및 AMOS 18.0을 이용한 구조방정식 모형을 실시하였다. 연구결과, 어머니의 부모역할지능이 높을수록 구체적으로 발달자극역할과 양육역할에 대한 지능이 높을수록, 그리고 유아의 자기존중감이 높을수록 유아의 리더십이 높았다. 또한 어머니의 부모역할지능이 유아의 리더십에 미치는 영향에서 유아의 자기존중감의 매개효과를 검증한 결과 완전매개모형의 적합도가 우수하였다. 결론적으로 어머니의 부모역할지능은 유아의 자기존중감을 높이고 이로 인해 유아는 학급 내에서 리더십을 보이는 것으로 나타났다. This study explored the relationship between mother’s parenting intelligence and child’s self-esteem in predicting child’s leadership. The participants were 204 children (108 boys, 96 girls) and their mothers. Child’s leadership and self-esteem were assessed by a teacher-reported questionnaire. The mothers completed the rating scale to measure to their parenting intelligence. The collected data were analyzed using descriptive statistics, correlations, and structural equation modeling analysis. The major results of this study were as follows. First, there were significant relationships among the variables analyzed in this research, namely, mother’s parenting intelligence, child’s self-esteem and leadership. Second, child’s self-esteem fully mediated the effects of mother’s parenting intelligence upon child’s leadership. Consequently, the more mother’s parenting intelligence, the more child’s self-esteem, which in turn contributed to child’s leadership.

유아의 사회적 위축에 대한 어머니의 거부적 양육행동과 정서표현성 및 유아의 정서조절전략의 영향

권연희 한국보육지원학회 2013 한국보육지원학회지 Vol.9 No.2

This study examined the effects of mothers' rejective parenting, emotional expressivity, children's emotional regulation strategy on their social withdrawal. Participants were 223 children(121 boys, 102 girls; recruited from classes with 4-5 year olds), their mothers and 20 child care teachers. The teachers completed rating scales to measure the children's social withdrawal and emotional regulation strategies. Mothers reported their rejective parenting along with emotional expressivity. The collected data were analyzed using descriptive statistics, Pearson's productive correlation coefficient, and hierarchical multiple regressions. Results showed that mothers' rejective parenting, children's venting/support seeking strategy and avoidance/non-responsive strategy had positive relation to, whereas mother's positive expressivity were negatively related to their social withdrawal. Hierarchical regression analysis indicated that the interaction of mother's rejective parenting and positive expressivity predicted children's social withdrawal. Mother's rejective parenting was associated with children's social withdrawal, especially for children with the lowest level of mother's positive expressivity. In addition, the association between mother's rejective parenting and children's social withdrawal were partially mediated by their venting/support seeking strategy.

한국판 유아용 실행기능척도(BRIEF-P)의 타당화 예비연구

권연희 한국아동학회 2016 한국아동학회 학술발표논문집 Vol.2016 No.5

유아교사가 지각하는 의사소통능력 및 학부모-교사 간 의사소통 어려움이 조직몰입에 미치는 영향

권연희 한국생애학회 2017 생애학회지 Vol.7 No.1

This study examined the moderating effect of teacher’s communication competence on the relation between parent-teacher communication difficulty and their organizational commitment to early childhood education institutes. Participants were 387 early childhood education teachers in Busan area. The teachers completed rating scales to measure the teacher’s communication competence, parent-teacher communication difficulty and organizational commitment. The collected data were analyzed using descriptive statistics, Pearson’s correlation analysis, and hierarchical multiple regressions with SPSS(V. 21.0). Results showed that early childhood education teacher’s communication competence had a positive correlation with their organizational commitment, whereas parent-teacher communication difficulty was negatively related with their organizational commitment. Hierarchical regression analysis indicated that the interaction between teacher’s communication competence and parent-teacher communication difficulty predicted their organizational commitment, specially normative commitment. The effect of parent-teacher communication difficulty on early childhood education teacher’s organizational commitment were moderated by their communication competence. For early childhood education teachers who showed low level of communication competence, the relation between parent-teacher communication difficulty and teachers’ organizational commitment was no longer significant. Parent-teacher communication difficulty was negatively associated with their organizational commitment, especially for the teachers who showed high level of communication competence. Results were discussed in terms of importance of teacher’s communication competence for improving their organizational commitment in early childhood education institute.

보육교사의 직무스트레스와 행복감 간의 관계에 대한 유머감각의 조절효과

권연희 한국보육학회 2018 한국보육학회 학술대회자료집 Vol.2018 No.-

남녀 유아의 수줍음과 또래괴롭힘 피해 간 관계에 대한 교사-유아 관계의 중재효과

권연희 한국보육지원학회 2014 한국보육지원학회지 Vol.10 No.5

본 연구는 취학 전 유아를 대상으로 남녀 유아의 수줍음 특성과 또래괴롭힘 피해 간 관계에서 교사-유아 관계의 중재적 역할이 어떠한지를 알아보고자 하였다. 이를 위하여 B광역시에 소재한 5개 유아교육기관의 유치반 9곳에 재원 중인 유아 200명(남아 97명, 여아 101명; 평균연령 6.24세)와 그들의 담임교사를 대상으로 하였다. 유아의 수줍음, 교사-유아 관계, 또래괴롭힘 피해를 알아보기 위해 교사용 질문지를 사용하였고, 자료분석을 위해 t검증, 적률상관분석 및 위계적 중회귀분석을 남녀별로 실시하였다. 연구결과, 남녀 유아의 수줍음 특성, 교사-유아 관계는 또래괴롭힘 피해와 유의한 관련성을 보였다. 또한 위계적 회귀분석 결과 남아의 경우 수줍음 특성과 교사-유아 관계 간 상호작용 효과가 유의하게 나타나, 남아의 수줍음 특성은 또래괴롭힘 피해와 관련되지만 교사-유아 간 친밀관계 수준이 낮고, 교사-유아 간 갈등관계 수준이 높은 경우에만 유의하였다. 즉, 남아의 수줍음 특성이 또래괴롭힘 피해와 관련되는데 있어, 교사-남아 간 친밀관계는 보호요인으로, 교사-남아 간 갈등관계는 위험요인으로써 중재적 역할을 하였다. 이는 성에 따라 다소 차이는 있지만 수줍음 특성이 있는 유아의 또래괴롭힘 피해 경험을 예방하는데 있어 교사역할의 중요성을 시사해 주었다.

허참! 이놈의 세상

권연희 대구대학교 국어교육과 1998 나랏말쌈 Vol.13 No.-

국내 메타버스 기반 언어학습 연구동향: 질적 메타분석

권연희,전수인 중앙대학교 외국학연구소 2024 외국학연구 Vol.- No.70

This study conducted a qualitative meta-analysis of 29 experimental studies on metaverse-based language learning from 2021 to 2023. The research aimed to comprehensively analyze trends in these studies, exploring how they have evolved during this critical period. The analysis focused on 1) research trends, 2) research design in pedagogical and technological perspectives, and 3) learner behavior. The findings are as follows. Firstly, there was a significant rise in interest in metaverse-based studies from 2021 to 2022, followed by a slight decline in 2023. Most studies targeted university students, emphasizing Korean and English language learning, primarily focusing on speaking skills. Secondly, research designs adapted traditional online learning methods into metaverse environments, with lecture-based instruction being the most common. Metaverse platforms were mainly used as media for online classes, incorporating authentic task-based activities in virtual spaces to facilitate meaningful speaking interactions. Thirdly, learners reported an enhanced sense of presence - social, cognitive, and affective - which positively influenced their satisfaction with the learning experience. These findings highlight the potential of metaverse-based language learning to address the limitations of traditional face-to-face and online methods, providing innovative opportunities for interaction and engagement in virtual environments.

친사회적 행동의 사회화에 있어 어머니 양육 행동의 역할

권연희,박경자 연세대학교 생활과학연구소 1997 生活科學論集 Vol.11 No.-

The purpose of this study was to examine relations among children's sex, mothers' child rearing, and children's prosocial behaviors. The subjects were 50 boys and 50 girls, 5 years old, and their mothers. The children were selected from four different classes at two kindergartens. Mother's child rearing practice was assessed by the Parenting Dimensions Inventory(1987). Children's prosocial behaviors were measured in two different ways; the Prosocial Behavior Questionnaire for teachers(1981) and the observation in a poster making activity. The data were analyzed by Pearson's correlations and t-tests. The results were as follow. First, the teacher ratings and structured observation on children's prosocial behaviors were moderately related. Second, girls were rated as being more prosocial than boys by the teachers. No sex difference, however, was revealed in the structured observation. Third, children's prosocial behaviors were positively related to mothers' nurturance and reasoning, and negatively related to the amount of control in the mother's child rearing.