교사가 지각한 유아의 기질과 유치원 부적응행동과의 관계 = (The)Relation between teacher's perception of children's temperament and maladjustment behavior in kindergarten

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how the maladjustment behavior among kindergarten children come out according to their temperament which is perceived by teacher.
The is sues of this study were as follows:
1. How is the children's temperament related to their maladjustment behavior?
1-1. Does gender make any difference to the maladjustment behavior between difficult child group and easy child group?
1-2. Does gender make any difference to the maladjustment behavior within each group?
1-3. Does the degree of children' s experience in kindergarten make any difference to the maladjustment behavior between difficult child group and easy child group?
1-4. Does the degree of children's experience in kindergarten make any difference to the maladjustment behavior within each group?
The subjects of this study were 214 children(111 boys and 103 girls ) who were all 5 years old. According to the results of Teacher Temperament Questionnaire, 83 children were s elected and devided into two groups: 31 for difficult child group(14 boys and 17 girls ) and 52 for easy child group(31 boys and 21 girls ) were chosen for the subjects of this study. Their age ranges from 5 years and 5 year and 11 months, and the average was 5 year and 6 months.
For the tools of this study, two tests were used: Teacher Temperament Questionnaire by Thomas, Chess and Korn(1977) and The Preschool Behavior Questionnaire by Behar and Stringfield(1981).
The results of this study were as follows :
1. The maladjustment behavior, which was perceived by teacher between difficult child group and easy child group, showed a significant difference in total maladjustment behavior(p < .001).
The maladjustment behavior, which was perceived by teacher between two groups, in categories, there was a significant difference in hostile/aggressive(p < .001), anxious/ fearful(p < .001), hyperactive/distractible(p < .001).
1-1. In terms of gender, the maladjustment behavior, which was perceived by teacher between difficult child group and easy child group showed a significant difference both among male children and female children(p < .001).
The maladjustment behavior, which was perceived by teacher between difficult male child group and easy male child group, in categories, there was a significant difference in hostile/aggressive (p < .001), anxious/fearful(p < .001), hyperactive/distractible(p < .001).
The maladjustment behavior, which was perceived by teacher between difficult male child group and easy male child group, in categories, there was a significant difference in hostile/aggressive (p < .001), anxious/fearful(p < .001), hyperactive/distractible(p < .001).
1-2. In terms of gender, the maladjustment behavior, which was perceived by teacher within each group showed a significant difference in total maladjustment behavior(p < .001).
The maladjustment behavior, which was perceived by teacher difficult child group in terms of gender, in categories, there was a significant difference in hostile/aggressive(p < .001), anxious/fearful(p < .05), hyperactive/distractible(p < .001).
The maladjustment behavior, which was perceived by teacher easy child group in terms of gender, in categories , there was a significant difference in hyperactive/distractible(p < .01), but no significant difference in hostile/aggressive, anxious/fearful.
1-3. In terms of the degree of the children' s experience in kindergarten, the maladjustment behavior, which was perceived by teacher between difficult child group and easy child group showed a significant difference both among 4 months of the degree of the children' s experience in kindergarten and 1 year and 4 months of the drgree of the children's experience in kindergarten (p < .001).
The maladjustment behavior, which was perceived by teacher between difficult child group and easy child group in 4 months of the children's experience in kindergarten, in categories, there was a significant difference in hostile/aggressive(p < .001), anxious/fearful(p < .001), hyperactive/distractible(p < .001).
The maladjustment behavior, which was perceived by teacher between difficult child group and easy child group in 1 year and 4 months of the children's experience in kindergarten, in categories, there was a significant difference in hostile/aggress ive (p < .001), anxious-fearful(p < .001), hyperactive-distractible(p < .001).
1-4. In terms of the degree of the children's experience in kindergarten, the maladjustment behavior, which was perceived by teacher within each group showed no significant difference in total maladjustment behavior.
The maladjustment behavior, which was perceived by teacher difficult child group in terms of the degree of the children's experience in kindergarten, in categories, there was no significant difference in hostile/aggressive, anxious/fearful, hyperactive/distractible.
The maladjustment behavior, which was perceived by teacher easy child group in terms of the degree of the children's experience in kindergarten, in categories, there was no significant difference in hostile/aggressive, anxious/fearful, hyperactive/distrctible.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 3
• C. 용어의 정의 = 4
• D. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• A. 기질 = 8
• B. 부적응 행동 = 17
• C. 기질과 부적응 행동 = 22
• Ⅲ. 연구 방법 = 27
• A. 연구 대상 = 27
• B. 연구 도구 = 28
• C. 연구 절차 = 32
• D. 자료 처리 = 33
• Ⅳ. 결과 및 해석 = 34
• A. 교사가 지각한 유아의 기질과 유치원 부적응 행동 = 34
• Ⅴ. 논의 및 결론 = 40
• A. 논의 = 40
• B. 결론 = 44
• C. 제언 = 46
• 참고문헌 = 48
• ABSTRACT = 56