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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.
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유아의 사회적 유능성에 대한 부정적 정서성과 수줍음 및 의도적 통제의 영향
권연희 한국보육학회 2014 한국보육학회지 Vol.14 No.4
This study examined the moderating role of effortful control on the relation among children's negative emotionality, shyness and social competence. Participants were 200 children(97 boys, 103 girls; recruited from classes with 5-6 year olds). Children’s negative emotionality and effortful control rated by a mother’s questionnaire. And teachers completed the rating scale to measure the children's shyness and social competence. The collected data were analyzed using descriptive statistics, correlations, and hierarchical multiple regressions. Results showed that children's negative emotionality and shyness had a negative relation to their social competence. Children’s effortful control positively related to their social competence. Hierarchical regression analysis indicated that the interaction of children’s shyness and effortful control predicted their social competence. Children's shyness, who demonstrated the lowest level of effortful control, associated negatively with their social competence. Results are discussed in terms of the contribution of children’s effortful control to shy children’s social competence. 본 연구는 취학 전 유아의 사회적 유능성에 대한 기질의 영향을 이해하기 위해 유아의 부정적 정서성 및 수줍음 특성과 사회적 유능성의 관계에 대해 의도적 통제의 조절 효과가 어떠한지를 알아보고자 하였다. 이를 위하여 B광역시에 소재한 5개 유치원의 유치반 9개 학급에 재원 중인 유아 200명(남아 97명, 여아 101명; 평균연령 6.24세)을 대상으로 하였다. 유아의 부정적 정서성 및 의도적 통제를 알아보기 위해 어머니용 질문지를, 유아의 수줍음 및 사회적 유능성을 알아보기 위해 교사용 질문지를 사용하였다. 또한 자료분석을 위해 빈도와 백분율, t-검증, 적률상관분석 및 위계적 중회귀분석을 실시하였다. 연구결과, 유아의 부정적 정서성 및 수줍음 특성은 사회적 유능성과 유의한 부적 상관관계를, 유아의 의도적 통제는 사회적 유능성과 유의한 정적 상관관계를 보였다. 또한 위계적 중회귀분석 결과 유아의 사회적 유능성에 대해 수줍음 특성과 의도적 통제 간 상호작용 효과가 유의하게 나타나, 유아의 수줍음 특성은 사회적 유능성과 관련되지만 이러한 관련성은 유아의 의도적 통제 수준이 높은 경우에는 더 아상 유의하지 않았다. 즉, 유아가 수줍음 특성을 많이 보일수록 사회적으로 유능하지 못할 가능성이 높지만, 이러한 관계는 유아의 의도적 통제 수준이 낮은 경우에만 유의하였고 의도적 통제 수준이 높은 경우에는 더 이상 유의미한 관련성을 보이지 않았다. 다시 말해 유아의 수줍음 특성이 사회적 유능성에 미치는 부정적인 영향을 유아의 의도적 통제가 완화하였다.
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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.
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