예비유아교사의 학업적 자기효능감, 사회적 지지, 학업적 정서조절이 놀이지원 효능감에 미치는 영향력 분석 = Analysis of the Influence of Pre-service Early Childhood Teachers' Academic Self-efficacy, Social Support, and Academic Emotional Regulation on Play Support Efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the influence of pre-service early childhood teacher's academic self-efficacy, social support, and academic emotion regulation on play supporting efficacy. The subject of this study were a total of 310 pre-service early childhood teachers. ‘Academic self-efficacy test’, ‘Social support test’, ‘Academic emotion regulation test’, and ‘Play supporting efficacy test’ were used to collect research data. The collected research data were analyzed through Pearson correlation and step-wise regression analysis. As a result, it was found that there is a positive correlation among the ‘Academic self-efficacy’, ‘Social support’, ‘Academic emotional regulation’, and ‘Play supporting efficacy’. Furthermore, ‘Academic emotional regulation’ was found to be the highest positive predictor of ‘Play supporting efficacy’.
In addition, according to the analysis by sub-factor, ‘self-regulation efficacy’, a sub-factor of ‘Academic self-efficacy’, was found to be a static predictor of ‘Play supporting efficacy’, followed by ‘support from friends,’ ‘support from parent/family’, and ‘support from teacher’. The results of this study suggest the necessity of constructing an academic environment that can support the positive emotions of pre-service early childhood teachers, as well as the necessity of developing educational contents that consists academic emotion regulation. In conclusion, this study provided meaningful implications on the play supporting efficacy for pre-service early childhood teachers.