어머니의 인지양식 및 교육수준과 문제해결 상황에서의 어머니 - 유아 상호작용간의 관계 = The Relationship Between a Mother's Cognitive Style and Mother - Child Interaction in Problem-Solving Sessions

다국어 초록 (Multilingual Abstract)

This study was undertaken to determine whether or not the interaction between mother and child during a problem-solving situation is influenced by a mother`s cognitive style and/or her level of education. Subjects were 97 dyads of mothers and their children who were three or four years of age in seven kindergartens and four child-care centers. Instruments in this study were the Teaching Strategies Rating Scales (Erickson, Sroufe and Egeland, 1985) for mother-child interaction and The Group Embedded Figures Test (Distefano, 1969) for mothers` cognitive style. Descriptive statistics, t-test, Pearson`s correlation, and multiple regression were used in the analysis of data. Major findings in this study are as follows: First, that there was significant difference in cognitive styles proportionate to educational levels; i.e, the higher a mother`s educational level, the more likely she was to employ a field- independence cognitive style. Second, there was a significant difference in interactive behaviors during problem-solving sessions relative to educational level. That is, the higher the mother`s educational level, the more positive her behavior in terms of imparting problem solving skills. Third, maternal teaching strategies were associated with a mother`s educational level and her cognitive style. That is, the higher the educational level and the more field-independent her score in cognitive styles, the more the mother exercised supportive presence and respect for autonomy toward their children. Also, mothers with higher educational levels tended to use more structuring and limit setting and exhibited a higher quality of instruction. However, hostility was neither associated with a mothers` educational level nor her tendency toward a field-independence cognitive style. Fourth, mothers` behaviors were significantly correlated with their children`s behaviors during problem-solving sessions. That is, the more a mother showed supportive presence, respect for autonomy, structuring and limit setting, and quality of instruction, the higher her child`s persistence, enthusiasm, compliance, experience in session, affect for mother, and the lower the child`s avoidance of mother.