어머니의 우울과 거부-방임 양육행동 간의 관계에서 스마트폰 중독 경향성의 매개효과

박남심,송승민,박보경,김정은,변유정,Park, Nam-Shim,Song, Seung-Min,Park, Bokyung,Kim, Jung-Eun,Byun, Yu-Jung 한국보육지원학회 2017 한국보육지원학회지 Vol.13 No.5

Objective: The purpose of this study was to examine the mediating effects of smartphone addiction tendency on the relationship between depression of mothers with 3 to 5 year-old children and rejecting-neglecting parenting style. Methods: Three hundred and twenty-eight mothers answered questionnaires on three research variables. To analyze the data, Pearson correlation analyses and regression analyses were conducted. Results: First, mothers' depression, smartphone addiction tendency and rejecting-neglecting parenting style showed positive correlations, respectively. Specifically, mothers with a high level of depression were more addicted to smartphones and exhibited more rejecting-neglecting style of parenting. Also, mothers who were more obsessed with smartphones showed more rejecting-neglecting parenting style. Second, this study found partial mediating effects of smartphone addiction tendency on the relationship between depression and rejecting-neglecting parenting style. Conclusion/Implications: This study confirmed that mothers' depression and smartphone overuse had an influence on their negative parenting behaviors. The results of this study address the need of various interventions for mothers to decrease their depression and smartphone overuse.

어머니의 양육스트레스, 온정적 양육행동 및 통제적 양육행동이 유아의 사회적 유능감에 미치는 영향

박남심(Nam-Shim Park),송승민(Seung-Min Song),엄희경(Hee-Kyung Um) 한국보육지원학회 2020 한국보육지원학회지 Vol.16 No.2

Objective: The purpose of this study was to investigate the effects of parenting stress of mothers, warm parenting behaviors and controlling parenting behaviors on children’s social competence. Methods: A total of 1515 mothers of young children(780 boys, 735 girls), who had participated in wave 7 of the Panel Study on Korean Children(PSKC), answered the questionnaires. The questionnaires included items about mothers’ parenting stress, parenting behaviors, and their children’s social competence. The collected data were analyzed using descriptive statistics, Pearson’s correlation and structural equation models using SPSS 23 and AMOS 22. Results: First, there was a significantly negative correlation between mothers’ parenting stress and children’s social competence. Also, there was a significantly positive correlation between mothers’ warm parenting behaviors and controlling parenting behavior and children’s social competence. Second, mothers’ parenting stress showed a direct negative effect on children’s social competence. Third, mothers’ warm parenting behaviors and controlling parenting behaviors showed partial mediating roles in the relationship between mothers’ parenting stress and children s social competence. Conclusion/Implications: In order to develop positive social competence of children, programs and social support are needed to reduce mothers’parenting stress and induce positive parenting behaviors.

유아교사의 교수효능감이 유아의 학습준비도에 미치는 영향: 교사-유아 상호작용의 매개효과

박남심(Nam-Shim Park),박보경(Bokyung Park) 한국보육지원학회 2021 한국보육지원학회지 Vol.17 No.2

Objective: This study explored the relationship between early childhood teachers’ teaching efficacy, teacher-child interaction, and preschoolers’ school readiness. Methods: The data were drawn from the seventh wave of the Panel Study on Korean Children. The subjects of this study were 1,150 preschoolers and their teachers. Early childhood teachers reported their teaching efficacy, their interaction with preschoolers, and preschoolers’ school readiness. Data were analyzed using structural equation modeling. Results: First, early childhood teachers’ teaching efficacy did not have a direct effect on preschoolers’ school readiness. Second, early childhood teachers’ teaching efficacy had an indirect effect on preschoolers’ school readiness through teacherchild interaction. In other words, teachers with a high level of teaching efficacy had high-quality interactions with preschoolers, which led to preschoolers showing a high level of school readiness. Conclusion/Implications: The results of this study highlight the importance of teachers’ high teaching efficacy and high-quality interactions between teachers and preschoolers to improve preschoolers’ school readiness. In addition, this study contributes to a better understanding of the mechanism by which teachers’ teaching efficacy influences preschoolers’ school readiness.

보육교사의 자아탄력성과 이직의도간의 관계에서 직무스트레스의 매개효과

박남심(Nam-Shim Park),최영희(Young Hee Choi),송승민(Seung-Min Song) 한국보육지원학회 2019 한국보육지원학회지 Vol.15 No.1

Objective: The purpose of this study was to examine the relationship between ego-resilience, job stress, and turnover intention of child care teachers. Methods: The collected data was analyzed using descriptive statistics, Pearson s correlation, and structural equation models using SPSS 23 and AMOS 22. The effects of a child care teacher’s resilience on turnover intention as a result of job stress was indirectly evaluated by bootstrapping. Results: First, all sub-factors of a child care teacher s resilience were negatively correlated with job stress and turnover intention. Job stress was positively correlated with turnover intention. Second, job stress levels of child care teachers showed a full mediating role in the relationship between resilience and turnover intention. Conclusion/Implications: High job stress levels of child care teachers had a negative effect on the daycare field, with significant effects of job stress on resilience and turnover intention.

직장 내·외 사회적 지지와 보육교사의 심리적 소진 및 교사-영유아 상호작용 간의 관계

박남심(Nam-Shim Park),박보경(Bokyung Park),김미옥(Mee-Ok Kim) 한국보육지원학회 2021 한국보육지원학회지 Vol.17 No.6

Objective: This study examined the relationships among social support in the workplace, social support outside the workplace, child care teachers’ psychological burnout, and teacher-child interactions. Methods: The subjects of this study were 262 child care teachers and they responded to questionnaires on research variables. Data were analyzed using structural equation modeling. Results: First, social support outside the workplace had a direct effect on teacher-child interactions; that is, child care teachers, who perceived that they received a high level of social support outside the workplace, had high-quality interactions with children. Second, social support in the workplace had an indirect effect on teacher-child interactions through child care teachers’ psychological burnout. In other words, child care teachers, who perceived that they received a high level of social support in the workplace, experienced less psychological burnout, which led to high-quality interactions with children. Conclusion/Implications: This study confirmed that the paths in which social support in the workplace and social support outside the workplace influence teacher-child interactions were different. Although the pathways were different, the results of this study emphasize that both types of social support are important factors that promote teacher-child interactions.

어머니의 양육행동과 유아의 스마트폰 과몰입 간의 관계에서 유아의 자기조절능력의 매개적 역할

박보경(Bokyung Park),박남심(Nam-Shim Park) 한국보육지원학회 2018 한국보육지원학회지 Vol.14 No.5

Objective: This study examined the mediating roles of preschoolers self-regulation in the relationship between maternal parenting behaviors and preschoolers excessive immersion in smartphones. Methods: A total of 268 mothers of preschoolers responded to questionnaires on three research variables. Data were analyzed by correlation analyses and regression analyses. Results: First, maternal warmth/encouragement was negatively related to preschoolers excessive immersion in smartphones, while maternal overprotectiveness/ permission and rejection/neglect were positively related to preschoolers excessive immersion in smartphones. Second, maternal warmth/encouragement and limit setting were positively linked to preschoolers self-regulation, but maternal overprotectiveness/permission and rejection/neglect were negatively linked to preschoolers self-regulation. Third, preschoolers self-regulation was negatively associated with their excessive immersion in smartphones. Finally, preschoolers self-regulation fully mediated the relationship between maternal warmth/encouragement and preschoolers excessive immersion in smartphones, and preschoolers self-regulation partially mediated the relationship between maternal overprotectiveness/permission, rejection/neglect and preschoolers excessive immersion in smartphones. Conclusion/Implications: The results of this study suggest that positive maternal parenting behaviors and preschoolers effective self-regulation are important in order to decrease preschoolers smartphone overuse. These findings provide empirical evidence to develop programs for prevention and intervention of preschoolers’ smartphone addiction.

어머니의 양육행동과 유아의 문제행동 간의 관계에서 유아의 스마트기기 몰입경향성의 매개효과

최영희 ( Choi Young-hee ),박남심 ( Park Nam-shim ),송승민 ( Song Seung-min ),박보경 ( Park Bokyung ),강미숙 ( Kang Mi-sook ) 한국놀이치료학회 2016 한국놀이치료학회지(놀이치료연구) Vol.19 No.4

본 연구는 어머니의 양육행동, 유아의 스마트기기 몰입경향성 및 유아의 문제행동 간의 관계에 대해 살펴보았다. 277명의 유아들(남아 130명, 여아 147명)과 그들의 어머니들을 연구대상으로 하였으며, 연구변인들은 질문지를 통해 어머니 보고로 측정하였다. 수집된 자료는 t-test, one-way ANOVA, Pearson의 상관관계 및 회귀분석으로 분석하였다. 첫째, 연구변인들 가운데 어머니의 한계설정, 과보호-허용 및 거부-방임 양육행동과 유아의 스마트기기 몰입경향성은 유아 변인 또는 어머니 변인에 따라 유의한 차이가 발견되었다. 둘째, 어머니의 온정-격려 양육행동은 유아의 문제행동과 부적 상관을, 어머니의 과보호-허용 및 거부-방임 양육행동은 유아의 문제행동과 정적 상관을 나타내었으며, 유아의 스마트기기 몰입경향성은 문제행동과 정적 상관을 나타내었다. 또한, 어머니의 온정-격려 및 한계설정 양육행동은 유아의 스마트기기 몰입경향성과 부적 상관을, 어머니의 과보호-허용 및 거부-방임양육행동은 유아의 스마트기기 몰입경향성과 정적 상관을 보였다. 셋째, 어머니의 온정-격려 및 거부-방임 양육행동과 유아의 문제행동 간의 관계에서 유아의 스마트기기 몰입경향성은 부분매개 역할을, 어머니의 과보호-허용양육행동과 유아의 문제행동 간의 관계에서 유아의 스마트기기 몰입경향성은 완전매개 역할을 하였다. 이러한 결과를 통해 스마트기기의 지나친 사용이 유아의 발달 및 적응에 부정적인 영향을 미침을 알 수 있다. The purpose of this study was to examine the relationship between maternal parenting behavior, preschoolers` smart device immersion tendencies, and their problem behaviors. A total of 277 mothers with 3- to 6-year-old children (130 boys and 147 girls) answered questionnaires. Data were analyzed by means of t-test, one-way ANOVA, correlation analyses, and regression analyses. The results are as follows: First, there were several significant differences in maternal parenting behavior and preschoolers` smart device immersion tendencies according to preschoolers` variables and maternal variables. Second, there were mostly significant correlations between maternal parenting behavior, preschoolers` smart device immersion tendencies, and their problem behaviors. Third, preschoolers` smart device immersion tendencies mediated the associations between maternal parenting behavior and preschoolers` problem behaviors. These results suggest excessive use of smart devices leads to maladaptive development in preschoolers.

보육교사의 직무만족도, 교사-부모 및 교사-유아 상호작용 간의 구조모형 분석

강미숙(Mi-Sook Kang),송승민(Seung-Min Song),박남심(Nam-Shim Park),이승은(Seung-Eun Lee) 한국보육지원학회 2018 한국보육지원학회지 Vol.14 No.5

Objective: This study examined the relationship between child care teachers’job satisfaction, teacher-parent partnership, and teacher- child interaction in order to improve the quality of child care. Methods: Self-report questionnaires were used on 321 child care teachers and data were analyzed using descriptive statistics, Pearson correlation and Structural Equation Modeling Analysis. Results: First, significant correlations existed among variables except the relationship between payment/promotion and other variables. The results showed that child care teachers’job satisfaction had a significant and direct influence on teacher-child interaction, and teachers’ job satisfaction was partially mediated by teacher-parent partnership on teacher-child interaction. Conclusion/Implications: The findings confirm that teachers’ job satisfaction and teacher-parent partnership are preceding factors for positive teacher-child interaction. Significant attention should be paid to child care teachers’psychological satisfaction and teacher-parent relationships to promote the quality of child care and the positive interaction between teachers and children.