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장영애(Young Ae Jang) 한국아동학회 1987 아동학회지 Vol.8 No.2
The study examined the characteristics of the relationship of home environment variables and children`s social development. Two studies were conducted ; Study I examined ① the correlation of home environment variables and children`s social ability and ② the predictability of home environment variables for children`s social ability by children`s age. Study II investigated the causal relationship among the variables which are supposed to affect children`s social ability. The subjects of this study were 240 children at age four, six and eight attending nursery schools, kindergartens and elementary schools and their mothers. Instruments included the Inventory of Home Stimulation (HOME), the Inventory of Sociodemographic Variables, social maturation scale, and the social-emotional developmental rating scale. The results obtained from this study were as follows : 1) Home environment variables had a positive correlation with children`s social development at age four and six, but at age eight, only HOME variables had a significant positive correlation with children`s social development. 2) The home environmental variables that significantly predicted children`s social development differed according to children`s age. That is, play materials, economic status of the home, and parent education were predictive of children`s social development at age four, while parent`s education, fostering maturity and independence, and play materials were predictive at age six. Fostering maturity and independence, aspects of physical environment, and economic status of the home were predictive at age eight. 3) The causal model of home environment effect on children`s social development was formulated by exogenous variables (parent education and economic status of the home) and endogenous variables (direct stimulation, indirect stimulation and the emotional climate of the home). 4) The results of the analysis of the causal model showed that the variables that have a direct effect on children`s social development differed according to children`s age. That is, direct stimulation had more effect on children`s social development at earlier ages, and indirect stimulation had more effect on children`s social development at later ages. Among socio-demographic variables, parent`s education was most closely related to children`s social development. The amount of variance that explained children`s social development decreased with increase in children`s age.
부모-자녀관계 특성과 인터넷 사용이 아동의 학교생활적응에 영향을 마치는 영향
장영애 ( Young Ae Jang ),박주은 ( Ju Eun Park ) 한국아동교육학회 2011 아동교육 Vol.20 No.4
본 연구는 부모-자녀관계 특성과 인터넷 사용 정도가 아동의 학교생활적응에 어떠한 영향을 미치는지를 분석함으로써, 학령기 아동들의 건강한 학교생활을 돕기 위한 바람직한 부모-자녀관계 특성에 대한 교육적 함의를 얻고자 하였다. 본 연구를 통해 얻어진 결론은 다음과 같다. 첫째, 자녀에 대한 부모의 적절한 관심과 제재, 애정 어린 양육행동은 이들의 학교생활적응에 긍정적인 영향을 미쳤다. 둘째, 부모가 자녀와 자주 대화함으로서 적절한 지지와 조언, 실질적인 도움을 제공하는 것은 자녀의 학교생활적응에 긍정적인 영향을 미쳤다. 셋째, 부모가 지나치게 엄격하거나 반대로 너무 허용적일 경우에는 자녀의 인터넷 사용이 증가하는 것으로 나타났다. 넷째, 부모-자녀간 역기능적 대화패턴은 자녀의 바람직하지 못한 인터넷 사용에 영향을 미쳤다. 마지막으로, 부모의 허용·방임적인 양육태도와 문제적 의사소통이 아동의 인터넷 사용에 부정적인 영향을 미침으로써 간접적으로 아동의 학교생활적응을 방해하였다. 그러므로 초등학교 아동들이 가정 내에서 부모와 건강하고 친밀한 관계를 맺는 것은 자녀가 인터넷에 몰입하는 것을 예방하도록 하여, 궁극적으로 초등학교 아동들의 학교생활적응을 돕고 좀 더 건강하고 즐거운 학교생활이 되도록 하는데 도움이 되는 것으로 나타났다. The purpose of this study is to investigate the effect of internet use and parent-child relationship on school adjustment among school-aged children. The subjects were 215 children whose grade are 3rd and 5th selected from an elementary school in Incheon city. The data were analyzed using the Structural Equation Modeling(SEM) to verify the theoretical models among the variables. Major findings of this study are as follows; First, present study suggested that permissive parenting behavior and problematic parent-child communication turned out to be statistically significant variables on internet use among school-aged children. Second, affective parenting behavior and open-minded parent-child communication influenced on school adjustment. Finally, it was also found that internet use moderated the effect of permissive parenting behavior and problematic parent-child communication on school adjustment. Focusing on parent-child relationship and internet use, the implication for promoting child`s school adjustment are discussed.