어머니의 양육효능감 및 유아-교사 관계가 유아의 또래유능성에 미치는 영향 = The Effect of Parenting Efficacy and Teacher-Child Relationship in Children`s Peer Competence

국문 초록 (Abstract)

본 연구의 목적은 어머니의 양육효능감과 유아-교사 관계가 유아의 또래유능성에 미치는 영향을 살펴보고자 하는 것이다. 연구대상은 U시 소재 어린이집의 만 3, 4, 5세 유아와 어머니 184쌍이었다. 수집된 자료는 SPSS 22.0 통계프로그램을 사용하여 신뢰도 분석, 빈도분석, 기술통계분석, t-test, ANOVA, 상관관계분석, 다중 회귀분석이 실시되어졌다. 주요 연구결과로 첫째, 유아의 연령에 따라 유아-교사간의 관계를 살펴본 결과 유아 연령이 어릴수록 교사와의 친밀감이 높은 경향을 보였다. 교사에 대한 의존은 만 3세 유아가 만 4세 유아에 비해 유의미하게 높은 것으로 나타났다. 둘째, 어머니의 양육효능감과 유아의 또래유능성 간에는 유의미한 정적 상관을 보였다. 유아-교사 관계 중 친밀감은 유아의 또래유능성과 유의미한 정적 상관을 보였다. 셋째, 유아의 또래유능성에 어머니 양육효능감 중 효능감이 유아의 또래유능성에 유의미한 정적 영향을 미쳤고, 유아-교사 관계 중 친밀관계가 유아의 또래유능성에 유의미한 정적 영향을 미치는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effect of parenting efficacy and teacher-child relationship in children`s peer competence. For the purpose of this study, 184 young children with their mothers and children`s cooperating teachers aged between 3 and 5 registered in early childhood education setting located in U city were selected as participants. Surveys about teacher-child relationship and children`s peer competence were assessed by children`s cooperating teachers who participated in this study. Parenting efficacy was assessed by children`s mother. In order to conduct the purpose of this study, the collected data was analyzing using SPSS 18.0 program to perform the frequency analysis, means and standard deviation production, t-test and one-way ANOVA, correlation analysis and hierarchical multiple regression analysis. Main results of this study were follows. first, the differences of main study variables according to children`s socio-demographic characteristics were investigated. Significant differences in teacher-child relationship were observed depending upon children`s age. Younger aged children had higher level of intimacy with their teacher than old aged children. Group of three year old children had higher score in dependence with their teacher compared than group of four year old children. There was no significant differences in children`s peer competence depending upon children`s age, but there was significant differences(t=-3.19, p<.01) depending upon children`s gender. Girl had higher score(M=3.25, SD=.55) in peer competence than boy(M=2.99, SD=.55). Second, there was statistically positive relationship(r=.15, p<.05) between total score of parenting efficacy and total score of children`s peer competence. There was statistically positive relationship(r=.37, p<.001) between total score of children`s peer competence and intimacy in teacher-child relationship, but there was statistically negative relationship between total score of children`s peer competence and conflict and dependence in teacher-child relationship. Third, according to the results of hierarchical multiple regression analysis, efficacy score in parenting efficacy had a significant positive effect(β=.18, p<.05) on children`s peer competence. Also, intimacy in teacher-child relationship had a significant positive effect(β=.33, p<.001) on children`s peer competence.