어머니의 양육태도와 유아의 어린이집 생활적응

신정숙,정영숙 충북대학교 교육생활연구소 2001 생활과학연구논총 Vol.4 No.-

The purpose of this study was to examine the differences in mother's child-rearing attitudes and young children's life adjustment in day care center according to young children's sex, age and the socio-demographic factors of mother. Also, the relative importance of mother's child-rearing attitude types on young children's adjustment in day care center was investigated. The 237(131 boys and 106 girls aged from 3 to 5year old) pair of mother-teacher subjects were randomly selected from 7 day care centers in Cheongju. Regarding children's sex, no differences were found in mother's child-rearing attitudes. But regarding children's age, differences were found in mother's child-rearing attitudes. Regarding socio-demographic factors of mother, mother's child-rearing attitudes were not varied according to mother's occupation. The findings of multiple regression analysis demonstrated that mother's child-rearing attitudes were contribution factors for young children's life adjustment in day care center. Affection, interests, consistency were found to have positive effect in young children's life adjustment in day care center. That is, young children adjusted very well in day care center when mother's affection, interest and consistency levels were high. Affection is the strongest predictor of young children's life adjustment in day care center, followed by consistency and interest levels. Those factors explained young children's life adjustment in day care center about 10%.

가상적 도움상황에서 잠재수혜자의 특성에 따른 취학전 아동의 도움행동이유 추론

정영숙 부산대학교 사회과학대학 1999 社會科學論叢 Vol.18 No.1

This study was performed to examine young children's prosocial reasoning for helping and not helping one of the potential recipients (like, dislike, and unknown) in hypothetical situation. Seventy-eight preschool children attending one of the three preschools in Arizona State University took part in this study. The subjects were told each of two stories that an hypothetical actor worked hard (helping) or not for one of the three potential recipients. The potential recipient was as follows : (a) hypothetical actor's best friend ; (b) a boy/girl he/she doesn't like ; (c) a boy/girl he/she doesn't know. Next, the children were children were asked to tell the reason for actor's behavior of helping or not. Each child's proposal reasoning were scored based on the prosocial moral category system done by Eisenberg-Berg & Hand (1979). Even young children explained the reason for actor's helping in view of recipient's need (e. g., to make the recipient happy). Also some children gave the affectional-relation based reasoning (e. g., I like the recipient). Some children reported stereotypic and approval-oriented reasoning (e. g., to help is good, or the actor is nice). In contrast, children explained the reason for actor's not helping in view of hedonism (e. g., the actor is selfish) and affectional relation (e. g., he/she doesn't like the recipient).

성취행동에서 자기-평가 모델에 관한 고찰

정영숙 부산대학교 사회과학대학 1987 社會科學論叢 Vol.6 No.1

Choice behavior of achievement tasks can be determined by perceived utility of future performance on the task. Two views can be thought of concerning what people want to get in achievement behavior as a result of performing a task: self-enhancing view and self-assessment view. Self-enhancing view assumed that an individual tried to maximize his/her pride resulting from the task outcome. On the other hand, self-assessment view proposed that an individual attempts to get accurate information about ability in order to reduce the uncertainly concerning his/her ability. Studies supporting the self-assessment view on achievement behavior were reviewed in the present paper. Especially, the concept of diagnosticity, which was intended to test the self-assessment model by Trope and Brickman (1975), and experimental findings to show the usefulness of diagnosticity were mainly considered. Results of many experiments showed the effectiveness of the diagnosticity proposed in self-assessment model: task preference seemed to be determined by diagnosticity of the task rather than by task difficulty. More specifically, people preferred tasks which are diagnostic of both success and failure to tasks which are diagnostic of either success or failure, but not both. In the final part of this paper, some of the critiques(e.g.. Sohn, 1984) of previous research were mentioned. These critiques are centered around three issues: (a) relative importance of diagnosticity and task difficulty as the basis of choice, (b) the process of inferring disgnosticity from task difficulty, and (c) the validity of distinction between diagnosticity, which is based on the consequences of ability information, and task difficulty, which depends on the consequences of affective information. Finally, some ideas for future research were briefly mentioned.

보상수혜자가 어머니인 경우와 자기인 경우의 심리적 반응의 차이 : 과제중요도 지각, 정서 및 자기평가를 중심으로

정영숙,조용희 부산대학교 사회과학대학 1995 社會科學論叢 Vol.14 No.1

Two experiments were conducted to explore some supportive mediating variables that back up the powerful behavioral effects of concern for mother showed in some previous studies. 38 fifth grade children in two experimental conditions were asked to evaluate importance of task, to report their moods, and to make self-evaluation. In reward for mother condition, children were given reward for their mother in compensation for doing painful laborious task. Children in reward for self condition were given reward for the actor in compensation for doing the same task. The results were as follows: First, children's perceived value of the task that was given reward for their mother was higher than that of the task that was given reward for self. Second, children who had been doing the laborious and painful task for their mother reported more pleasant moods than those who had been doing the same task for themselves. Third, perceived pain was different according to reward-recipients although the two group children had experienced the same physical pain. That is, after doing the same laborious and painful task for 20 minutes, children who had done the task for their mother expressed less unpleasant moods than those who had done the same task for themselves. Fourth, the self-evaluations of children who had received reward for their mother were more positive than those of children who had received reward for themselves. Finally, children in the condition of reward for mother were more strongly willing to not to five up doing the painful task than those in the condition of reward for self. The differential patterns of psychological responses that the two group children showed were consistent with the previous behavioral data(Chong, 1994; Chong, 1995). The results of this study supported that concern for mother is a powerful source enhancing self-control.

선형적 순서로 표상된 지식구조로서의 취학전 아동의 script

정영숙 부산대학교 사회과학대학 1989 社會科學論叢 Vol.8 No.1

This study consists of a survey and an experiment. The survey was designed to explore evidence for preschool and first-grade children's script-like knowledge using a verbal interview format. There were four situations employed in the script generation:"Going to school/drawing institute". "Seeing a doctor", "Going to a candy store", and "Going for a picnic". The results of the survey showed that preschool children's script knowledge and first-grade children's knowledge were comparable in its sequences and contents. But subjects in two age groups explained differently the reason why each of his/her sequentially reported behavior was done. Five typical action(i.e., Maincons) among the sequentially reported behaviors in each situation were selected and used for the materials of the experiment in the next section. In the experiment, it was assumed that preschool children's script as a linear order representation in time dimension is the same as that of adults(cf, Nottenburg & Shoben, 1980). Subjects were asked to indicate the preceding event in the event -pair. The event-pair were the combinations consisted of two events among the five typical event(e.g., 1-2 pair which means the pair of the first occurring event and the second event). It was predicted that the reaction time in indicating the preceding event of the event pair should decreases as the temporal distance of the pair increase. The main results of the experiment were as follows: 1) The reaction time in indicating the preceding event of the given two events in the script decreased as the temporal distance them increased(symbolic distance effect). 2) The reaction time was faster in pairs of which consisted early events(e.g., 1-2 pair or 2-3 pair) than in pairs of which consisted later events(e.g., 3-4 pairs or 4-5 pair) (congruity effect). These results supported the assumption that preschool children's script was represented as a linear order in time dimension.

충북 도시지역 어머니의 자녀발달단계에 따른 자녀양육 및 가족·여가생활의 비교

정영숙 충북대학교 교육 ·생활연구소 생활과학연구센터 2002 생활과학연구논총 Vol.6 No.1

The purpose of this study was to investigate child rearing and family life according to socio-demographics and child developmental stage among urban women in Chungbuk. Subjects of this study were 1,237 mothers from preschool children to adulthood children in Cheongju and Chungju city. The method of this study was questionnaire which was composed of socio-demographics, child rearing, and family·leisure lives. Data were analyzed by frequency, percentage, mean, x^2, t-test, ANOVA, LSD post-hoc test using SPSSWIN Program. The results of this study were (1) For child rearing, mothers who have middle and high school and adulthood children showed a higher level of autonomic child rearing attitudes, mothers who have high income showed a higher level of consistent child rearing attitudes, mothers who live in chungju showed a higher level of autonomic and carelessness child rearing attitudes. (2) For family lives, mothers who have elementary school children sowed a higher level of family cohesion, new family culture, family responsibility, mothers who have high income showed a higher level of social life. For leisure lives, mothers who have middle and high school and adulthood children showed a higher level of active home-oriented leisure, mothers who have adulthood children showed a higher level of active individual-oriented leisure, mothers who live in chungju showed a higher level of active individual-oriented leisure and inactive leisure.

능력귀인 모델의 시도적 구성

정영숙 부산대학교 사회과학대학 1989 社會科學論叢 Vol.8 No.1

The purpose of this study was to explore the underlying schematic processes in ability attribution. In this study we use the term "Ability attribution" in a limited sense that subjects assign target person's ability to various levels on that continuum on the basis of the target person's given information about her effort and/or performance. And we defined the differences between patterns of data in Ability attribution and those in Effort attribution as Ability-Effort asymmetry. The Ability-Effort asymmetry found unexpectedly in the previous studies raised a doubt about the assumption held by the previous researchers that the postdiction-Ability/Effort attribution- is merely the reverse process of the prediction. The following works were performed to criticize the assumption and explanations offered by the previous researchers and to explore the concept of Ability that children as well as adults use in everyday life especially on attribution situations. First, the patterns of Ability-Effort asymmetry found in the previous studies were reorganized into four types. The four types of asymmetry were as follows: (1) There were more subjects, who judged "effort is inversely correlated with Ability", in Effort attribution than in Ability attribution situation. (2) Developmentally, the perceived negative correlation between Effort and Ability appeared earlier in Effort attribution than in Ability attribution situation. (3) The process of Effort attribution was fitted either adding model or averaging model, but the process of ability attribution was fitted neither adding nor averaging model. And (4) the amount of inverse compensation in Effort attribution was larger than that of inverse compensation in Ability attribution. Second, Nicholls' study(1978) about the development of the conception of ability was introduced, Nicholls proposed that the concept of ability as a cause of performance develop gradually and that the concept of ability as a capacity(ability that limits the effect of effort on performance), on the whole, develope in the age 12. An third, it was assumed in this study that the postdiction-ability/effort attribution-is not the mere reversal process of the prediction(i.e., from cause to effect process). Surber's data (1980) were reorganized in this study, and discounting tendency was compared, then, with the augmenting tendency in effort attribution, and also the discounting tendency was compared with the augmenting tendency in ability attribution. It was found that children as well as adults used discounting principle both in effort attribution and in ability attribution. But there seemed no stable tendency especially for children subjects to use the augmenting principle in ability attribution. On the contrary, adults subjects used the augmenting principles as well as the discounting principle except in ability attribution given high performance-low effort. It was discussing that the developmental difference in the use of augmenting principle might be responsible for the ability-effort asymmetry. And Reeder & Brewer's implicational schema concept(1979) could be applicable to this phenomena. As conclusions, the followings were proposed. (1) Postdiction is not the mere reversal process of prediction. (2) We should take into account of the differentiation of the concept of "ability". (3) It would be promising to explore the implicational relation between ability performance, performance and ability, effort and performance, performance and effort, and ability and effort. Finally, (4) the representation of the implicational relation between performance and ability/effort might be an anchoring (or reference) point, when subjects judge the degree of ability/effort given performance and effort/ability information about target person.

방과후 아동의 생활실태 및 부모의 요구

김명숙, 정영숙 충북대학교 생활과학대학 생활과학연구소 1996 생활과학연구 Vol.3 No.

-본문참고-

통일교육에 대한 유아교사의 인식

박수영,정영숙 충북대학교 교육 ·생활연구소 생활과학연구센터 2002 생활과학연구논총 Vol.6 No.1

The purpose of this study is to provide reference data needed for designing the right directions for reunification education. The study focuses on the extent that the preschool teachers are aware of the reunification. North Korea status and the education, and also on any differences in perception according to background factors, i.e. age, career experiences, educational degrees, etc. The subject of this study was 326 teachers at both public and private kindergarten & day care center in Pusan and Kimhae. The analysis tool was SPSSWIN whereby frequency and percentage could be produced, and in addition x^2method was used for examining the teachers' differences in perception. The results of this study were (1) In terms of the awareness of the reunification, the preschool teachers responded in a highly positive manner, and meaningful difference appeared according to age, education, and career experience. They got reunification information mostly through mass media and press, and they agreed that the government should take the reunification cost. Many teachers did not know much about the government's reunification policy. During post-reunification era, Capitalism was preferred rather than the mixed system. The teachers were still concerned about ideology-associated problems even in the reunified Korea, and in this part they answered differently. (2) With regard to the perception about North Korea, the teachers thought the South and North Korea had many things in common, and human rights should be respected. In this context, they agreed that the government must help Nort Korea in many ways. For perception on civilian-level relationship, they thought that the Kumkang mountain development could contribute to the reunification, and in this part they answered differently. (3) With regard to the perception about reunification education, most teachers responded in a highly positive manner that the education is necessary. About the question whether they delivered the reunification education to children, most of teachers said yes, and in this part they answered differently according to the background factors.

일상생활에서 겪는 고등학생의 스트레스요인과 대처방식에 관한 연구

고희숙,민현숙,정영숙 충북대학교 교육·생활연구소 1999 생활과학연구논총 Vol.2 No.-

The purpose of this study is to investigate the daily stressors of human relations, emotional lives, and economic lives which high school students go through and their coping strategies about these stressors, to provide the necessary materials and useful information for guiding students and educating their parents. The research questions of this study are: (1) the stressors of the male and female students in the general high school and their coping strategies, (2) the stressors of the high students according to the both sexes and their coping strategies, (3) the correlation between the stressors of high school students and their coping strategies. The subjects of this study consist of 320 students from a boys' high school and a girls' high school and 320 students from a coeducational high school. The test instruments used for this study can be divided into two categories; the test for measuring the stressors consisted of 75 items (7 subcategories) and the test for measuring the coping strategies consisted of 40 items. The data were analyzed by frequency distribution, percent, mean score, standard deviation, t-test, and simple correlation analysis. The main conclusions of this study were as follows: 1) When it comes to the stressors, students showed some differences depending on their sex. In terms of the relation between friends, male students have gone through more stresses than female students. 2) In terms of their coping strategies, male students from the boys' high school were shown to use more logical analysis strategies than those from the coeducational high school, male students from the coeducational high school usually used more receptive resignation strategies than those from the boys' high school, and also female students from the coeducational high school tended to employ more problem-solving and emotional discharge strategies than those from the girls' high schools. 3) The stressors vary depending on their sex. Male students have used more logical analysis, affirmative reevaluation, guide/support strategies, (which belong to the accessible coping strategies) and cognitive avoidance, emotional discharge strategies, (which are examples of avoidant coping strategies) than female students.4) As to the correlation between high school students' stressors and their coping strategies, it was shown that the correlation between stressors and logical analysis, affirmative reevaluation, and guide/support, problem-solving strategies (they all belong to accessible coping strategies) was higher than anything else.