장애유아 어머니의 사회적 유능성이 장애유아의 사회적 유능성에 미치는 영향

강수진 한국청각언어장애교육학회 2014 한국청각·언어장애교육연구 Vol.5 No.2

The purpose of this study was to find out effects of mothers' social competence on obstacle infants’social competence by investigating of the correlation between mothers' social competence and preschool children's social competence and comparing the differences in social competence between the groups of children with and without disabilities. This research examined social competence in mothers of 3- to 5-year-old children attending general day-care centers, special day-care centers, and inclusive day-care centers located in Pohang city. These mothers completed the rating scale of social competence for their children. The data was analyzed for reliability, T-test, a correlation analysis, and simple regression analysis through SPSS 18.0 The results of the investigation are as follows. First, the groups of children with and without disabilities revealed different patterns in the relationship between mothers' social competence and children's social competence. Second, the mothers' social competence had were significant differences in between the groups in terms of mothers' activeness and emotional support, displaying the tendency that mothers of children without disabilities were more active and provided more emotional support than those of children with disabilities. Third, there were significant differences in social competence between children with and without disabilities and children who have disabilities showed a lower level of social competence than those without disabilities. also, mothers' social competence without disabilities had effects on infants’social competence without disabilities. These results imply that children with disabilities have difficulty improving their social competence because of their disabilities and in order to help them boost social competence, there is a need to provide various forms of support to these children in addition to mothers' social competence. 본 연구의 목적은 어머니의 사회적 유능성과 학령전기 유아의 사회적 유능성 간의 관계를 조사하고 어머니의 사회적 유능성이 유아의 사회적 유능감에 영향을 미치는지 알아보는 것이다. 본 연구는 포항에 위치한 일반어린이집, 장애전담어린이집, 통합어린이집에 다니고 있는 3세에서 5세 아동 어머니 239명을 대상으로 사회적 유능감을 알아보는 것이다. 연구도구로 사회적 유능감 척도를 사용하였고 자료처리를 위하여 신뢰도, t검정, 상관관계, 그리고 단순회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 어머니의 사회적 유능성과 아동의 유능성의 관계에서 장애유아와 비 장애유아에 따라 차이가 나타났다. 둘째, 어머니의 사회적 유능성의 하위영역에서 유의미한 차이가 나타났고, 비 장애유아 어머니가 장애유아 어머니보다 자녀에게 더욱 적극적이고 감정적 지지를 나타내었다. 셋째, 장애유아와 비 장애유아 집단 간 사회적 유능성에서 유의미한 차이가 있었고 장애유아들은 비 장애유아보다 낮은 유능성을 가지는 것으로 나타났다. 또한, 비 장애유아 어머니의 사회적 유능성이 비 장애유아의 사회적 유능성에 영향을 미치는 것으로 나타났다. 이러한 결과는 장애유아들은 장애 때문에 사회적 능력 향상에 어려움이 있고, 사회적 능력 향상을 도우기 위해서 어머니의 사회적 능력 이외에 아이들에게 다양한 형태의 지원을 제공 할 필요가 있음을 시사한다.

그림책을 활용한 소집단 토의활동이 유아의 사회적 능력에 미치는 영향

나서은 한국교원대학교 유아교육연구소 2014 한국유아교육연구 Vol.16 No.2

본 연구의 목적은 그림책을 읽고 이야기를 나눈 후, 그림책 중에서 사회적 능력이 포함되어 있는 내용과 관련된 토의 주제를 중심으로 소집단내에서 또래 간에 토의하는 활동이 유아의 사회적 능력에 어떠한 영향을 미치는지를 알아보는데 그 목적이 있다. 연구대상은 전라북도 k군에 소재한 k단설유치원 2개 학급에 재원중인 만 5세 유아 48명으로, 실험집단 (24명)과 통제집단(24명)으로 배정하였다. 실험집단은 그림책을 활용한 소집단 토의활동을 8주 동안 매주 2회씩 총 16회에 걸쳐 실시하였으며, 통제집단은 같은 기간 동안 생활 주제에 따른 유치원 교육과정과 일과 운영에 맞추어 일상적인 교육 활동을 실시하였다. 두 집단 간의 사회적 능력 변화를 비교하기 위해 유아의 사회적 능력 검사를 실시하였다. 유아의 사회적 능력의 집단 간 차이를 알아보기 위해 t-검증을 실시한 결과 실험집단은 사회적 능력의 하위요소인 주도성, 협조성, 사교성이 통제집단에 비해 통계적으로 유의하게 높은 증가를 나타냈다. 본 연구를 통해 그림책을 활용한 소집단 토의활동이 유아의 사회적 능력에 긍정적인 영향을 미친다는 것을 알 수 있다. The purpose of this study was to investigate the effect of small group discussion activities using picture books on young children’s social competence. The research subjects were defined as follows depending on the purpose of this study: 1. How does small group discussion activities using picture books affect young children’s social competence? 1-1. How does small group discussion activities using picture books affect young children’s initiative of social competence? 1-2. How does small group discussion activities using picture books affect young children’s cooperation of social competence? 1-3. How does small group discussion activities using picture books affect young children’s sociability of social competence? The participants for this study were 48 children of 5 year age or 2 classes from K public Kindergarten located in K, Jeollabuk-do. The experimental group was selected 24 children(male 9, female 15) of 5 year age in A class, and the controlling group 24 children(male 11, female 13) of 5 year age in B class. The instrument for young children’s social competence was the Young Children’s Social Competence Instrument(Woo, 2002). Experimental group treatments had been conducted 16 times for 10 weeks from Oct. 8th(mon) to Dec. 14th(thu) in 2012 during the Free Choice Activities. Each 110minute observation were made from the first treatment through the sixth treatment and each 70minutes to the end of the treatment of this study. To test the research question, two group’s mean and standard deviations of social competence scores were calculated, and t-tests were conducted test group differences. The result of the study were as follows: The significant group differences of young children’s social competence was found(p<.001). First result means that small group discussion activities using picture books has positive effects on young children’s social competence. First, the significant group differences of young children’s initiative was found(p<.001). second result means that small group discussion activities using picture books has positive effects on young children’s initiative of social competence. Second, the significant group differences of young children’s cooperation was found(p<.001). third result means that small group discussion activities using picture books has positive effects on young children’s cooperation of social competence. Third, the significant group differences of young children’s sociability was found(p<.01). third result means that small group discussion activities using picture books has positive effects on young children’s sociability of social competence.

어머니가 지각한 일상에 미치는 코로나19 영향과 유아의 사회적 유능성의 관계: 어머니의 사회적 유대감과 양육스트레스의 순차매개효과

홍예지 한국아동학회 2022 아동학회지 Vol.43 No.1

Objectives: The purpose of this study was to investigate the impact of COVID-19 on daily lives and their children’s social competence, as perceived by mothers, through sequential mediating effects of the mothers’ social connectedness and parenting stress.Methods: Participants were 315 mothers with children 3-5 years old in Korea. An online survey using a questionnaire was conducted and preliminary analyses were carried out as descriptive statistics using SPSS Statistics 22.0. Research models were examined by confirmatory factor analysis and structural equation modeling, and bootstrapping analysis was conducted using Mplus 8.4 program.Results: The results revealed that the COVID-19 impact on daily life as perceived by mothers did not show a significant direct effect on their children’s social competence. However, it had a significant indirect effect on children’s social competence through the mothers’ parenting stress, but a nonsignificant effect through the mothers’ social connectedness. Additionally, it had an indirect effect on children’s social competence through sequential mediating effects of both, the mothers’ social connectedness and parenting stress.Conclusion: These findings empirically confirmed the relationships among the perceived impact of COVID-19, mothers’ social connectedness, parenting stress, and their children’s social competence. Furthermore, the results illustrated that high levels of COVID-19 impact on daily lives could lead to low levels of children’s social competence through the effects of mothers’ social connectedness and parenting stress, suggesting a comprehensive framework of social contextual and parenting socio-psychological factors to understand children’s social competence. Therefore, the findings could help to identify points of effective intervention for children’s social-emotional development within a context of mother-child relation in the current epidemic situations.

유아의 사회적 유능성에 영향을 미치는 변인들의 구조 관계

최민수 ( Choi Minsoo ),김설화 ( Kim Seolhwa ) 열린부모교육학회 2017 열린부모교육연구 Vol.9 No.4

본 연구는 유아의 사회적 유능성에 영향을 미치는 변인들 간의 구조 관계를 밝히기 위한 것이다. 이를 위하여 유아의 사회적 유능성 관련 선행연구를 통하여 유아의 자기조절능력, 리더십, 놀이성을 잠재적 예측 변인으로 설정하여 유아의 사회적 유능성에 대한 형성과정을 구조화하는 연구모형을 구축하였다. 연구모형의 검증을 위하여 광주ㆍ전남지역 만 3, 4, 5세 유아 606명을 대상으로 유아의 자기조절 능력, 리더십, 놀이성, 사회적 유능성을 측정하였다. 수집된 자료는 SPSS PC용 21버전과 SPSS AMOS 23프로그램을 이용하여 분석하였다. 연구결과는 첫째, 자기조절 능력, 놀이성, 리더십, 사회적 유능성 변인들 간의 상관관계는 ,05 수준에서 유의미하게 나타났다. 둘째, 유아의 사회적 유능성에 영향을 미치는 자기조절력, 리더십, 놀이성 변인들 간의 직접효과는 .05수준에서 유의미하게 나타났다. 즉, 이러한 직접효과는 유아의 자기조절 능력과 놀이성, 그리고 리더십이 높을수록 유아의 사회적 유능감이 높다는 것을 의미하고, 또한 유아의 자기조절 능력과 놀이성이 높을수록 유아의 리더십이 높다는 것을 의미한다. 셋째, 리더십을 매개변인으로 하여 유아의 사회적 유능성에 영향을 미치는 자기조절 능력, 놀이성의 간접효과는 .05수준에서 유의미하게 나타났다. 즉, 유아의 자기조절 능력과 놀이성은 리더십을 통해 사회적 유능성에 간접적인 영향을 미친다고 볼 수 있다. 이러한 연구결과는 유아의 사회적 유능성을 기르기 위해서는 직접·간접적으로 영향을 미치는 자기조절 능력, 놀이성, 리더십 변인들을 함께 고려해야함을 시사한다. This study was conducted to determine the structural relations of variables that affect the social competence of children. For this purpose, the self-control, leadership and playfulness of children were selected as potential prediction factors through precedent studies about the social competence of children, and a model is established that structuralizes the process of building a social competence. To verify the research model, we have measured the self-control, leadership, playfulness and social competence of 606 children living in Gwangju and Jeonnam province in their age three to five. Then, the collected data were analyzed using the AMOS program for SPSS PC. The results of this study were as follows: First, the correlation between self-control, playfulness, leadership, and social competence variables was significant at 05 level. Second, direct effects of self - control, leadership, and playfulness variables affecting children's social competence were significant at .05 level. In other words, this direct effect means that the higher the self-control, playfulness, and leadership of the children, the higher the social competence of the children and the higher the self-control and playfulness of the children, the higher the leadership of children. Third, the indirect effect of self-control and playfulness affecting social competence of young children with leadership as a mediating variable was significant at .05 level. In other words, self-control and playfulness of children can indirectly influence social competence through leadership. These results suggest that the self-control, playfulness, and leadership variables that directly or indirectly influence children 's social competence should be considered together.

유아의 사회적 놀이행동과 사회적 능력 간의 관계 – 혼자놀이를 중심으로 -

박은영,신은수,김현진 한국보육학회 2012 한국보육학회지 Vol.12 No.4

The purpose of this study is to examine the relationships between children’s social play behavior and social competence. The participants of this study were 70 children, age of 3 to 4, in 3 childcare centers located in Seoul and Gyeonggi-do. Children’s social play behavior during free-activity time were coded by criteria of Play Observation Scale(POS) of Rubin(2001), and solitary play categories of Coplan et al(1994).Children’s social competence was measured by teachers in charge of the object classes using Social Competence and Behavior Evaluation(LaFreniere et al., 2003). The collected data were analyzed by t-test and Pearson’s correlation analysis, using PASW 19.0. The results of this study are summarized as followed; First, in social play behavior, only parallel play were significant differences between 3 year-old children and 4 year-old children. Namely, 3 year-old children participated more in parallel play than 4 year-old children. But there were not any significantly differences in children’s social competences according to their age. Second, there were significant relationship between children’s social play behavior and social competence. Cooperative play was positively associated with prosocial behavior and internalizing problems. Solitary functional play and non-play behavior was negatively associated with prosocial behavior and internalizing problems. Until now, solitary play continues to perceived as a behavior that is detrimental young children’s development. However this study proved that not all solitary play have negative consequences for young children. Children’s social competence associated with solitary play depend on the type of solitary play. Moreover, this study proved that cooperative play with peers was of developmental significance. Through this study, the teachers may develope a better understanding of children’s social play behavior. 본 연구는 만 3, 4세 유아의 사회적 놀이행동과 사회적 능력 간의 관계를 알아보기 위한 목적으로 시행되었다. 연구 대상은 서울과 경기도에 위치한 유아교육기관의 만 3, 4세 유아 70명 이었다. 유아의 사회적 놀이행동은 Rubin(2001)의 Play Observation Scale(POS)과 Coplan, Rubin, Fox, Calkins, Stewart(1994)의 혼자놀이 범주를 수정해 협동놀이, 병행놀이, 혼자 능동적 놀이(혼자 기능놀이, 혼자 극놀이), 혼자 수동적 놀이(혼자 탐색, 혼자 구성놀이), 비놀이 행동으로 범주화하여 시간표집법으로 관찰하였다. 유아의 사회적 능력은 LaFreniere와 Dumas(2003)가 개발한 Social Competence and Behavior Evaluation(SCBE)을 이용해 각 학급의 교사가 평정하였다. 수집된 자료의 분석을 위해 독립표본 t검증과 Pearson 상관관계분석을 시행하였으며 그 결과는 다음과 같다. 첫째, 유아의 사회적 놀이행동은 병행놀이에서만 연령 간 차이를 보였을 뿐 혼자놀이에서는 연령 간 차이가 나타나지 않았다. 둘째, 유아의 사회적 능력은 연령 간 차이가 없었다. 셋째, 유아의 사회적 놀이행동과 사회적 능력 간의 관계는 일부 유의한 상관관계가 있었다. 협동놀이에 많이 참여하는 유아일수록 친사회적 행동은 많이 보이고 내재적 문제는 적게 나타내는 경향이 있었으며, 혼자 기능놀이 및 비놀이 행동에 많이 참여하는 유아일수록 친사회적 행동은 적게 보이고 내재적 문제는 많이 나타내는 경향이 있었다. 한편, 혼자 탐색과 혼자 구성놀이는 친사회적 행동 및 내재적․외현화 문제행동과 관계가 없었다. 이러한 결과는 협동놀이가 유아의 사회적 능력과 긍정적인 관계가 있다는 점과, 모든 혼자놀이가 유아의 사회적 능력과 부정적인 관계가 있는 것이 아니라, 혼자놀이 유형에 따라 사회적 능력과의 관련성이 달라진다는 점을 시사한다.

항공계열 대학생의 자기관리역량이 사회불안에 미치는 영향

Lee Su-Jeong 한국항공우주의학협회 2024 항공우주의학회지 Vol.34 No.1

Purpose:This study is a descriptive research study that analyzed the effect of selfmanagement competence on social anxiety in aviation-related college students. Methods: Data were collected from a total of 90 students, including 40 from the Department of Aviation Operations and 50 from the Department of Aircraft Maintenance Engineering. Results: The self-management competence of aviation college students was found to be 3.55 points, and social anxiety was rated at 2.02 points. The study categorized students into groups based on their self-management competence levels, revealing that the group with high self-management competence had the lowest social anxiety at 1.65 points. The middle group showed social anxiety at 1.99 points, and the group with low self-management competence exhibited the highest social anxiety at 2.51 points. The study identified a negative correlation between self-management competence and social anxiety, indicating that as self-management competence increased, social anxiety decreased. Examining sub-elements of self-management competence and their correlation with social anxiety, the study found that self-emotion awareness and social anxiety exhibited a positive correlation. Conversely, self-control, confidence, selfexpression, perception of reality, independence, and social anxiety showed a negative correlation. Multiple regression analysis revealed that self-control had a negative effect on social anxiety, suggesting that strengthening self-management competence. Conclusion: In terms of self-control, strengthening self-management competence could reduce social anxiety among aviation college students.

유아의 주의집중력, 문제행동 및 정서능력과 사회적 능력

김기예 ( Ki Ye Kim ) 극동대학교 사회복지연구소 2009 극동사회복지저널 Vol.5 No.-

본 연구는 유아의 개인관련 변인인 성별, 주의집중력, 문제행동 및 정서능력이 유아의 사회적 능력에 미치는 영향력을 밝히고자 하였다. 이를 위해 만 5세 유아 237명을 대상으로 하여 유아와 담임교사, 어머니를 통해 자료를 수집하였다. 연구결과 유아의 주의집중력, 정서능력 및 사회적 능력은 여아가 높은 반면 문제행동은 남아가 더 자주 표출하는 것으로 나타났다. 주의집중력과 문제행동은 사회적 능력과 부적상관을, 정서능력은 사회적 능력과 정적상관을 보였다. 사회적 능력에 대한 제 변인들의 설명은 23%에서 51%였고, 산만행동, 공격행동, 불안행동 등 문제행동의 설명력이 가장 큰 것으로 나타났다. The purpose of this study was to investigate the difference of young children`s attention ability, behavioral problems, emotional and social competence according to their gender. In addition, the relation among young children`s attention ability, behavioral problems, emotional competence and social competence were examined. And the effects of gender, attention ability, behavioral problems and emotional competence on social competence were examined, too. Participants of this study were 237 5-year-old children. To analyze the data, mean, frequency, percent, t-test, Pearson`s correlation, and multiple regression were used. The results showed that young children`s attention ability, behavioral problems, emotional and social competence were varied according to their gender. Girl`s attention ability, emotional and social competence were higher than boys`, while behavioral problems were lower than boys`. Moreover, significant negative correlations were found between social competence and attention ability, and between social competnece and behavioral problems. On the contrary, positive correlations were found between social competence and emotional competence. Lastly, gender, attention ability, behavioral problems and emotional competence explained about 23~51% of young children`s social competence.

사회복지 디자인 핵심역량 연구‑사회복지 서비스를 위한 디자인을 중심으로‑

도한영,임민택,유지현 인제대학교 디자인연구소 2019 Journal of Integrated Design Research (JIDR) Vol.18 No.4

Background : In the field of increasing social welfare services, the discovery and development of welfare programs should be developed more systematically and user-centered, and it is necessary to integrate design thinking into the social welfare field as a way to meet various needs of the consumer. Methods : To carry out the research, based on 45 previous studies, the competencies needed for social welfare and design were identified, and the concept of social welfare design was defined. The core competencies required in the field of social welfare design were derived based on KSA and the validity of expert contents was examined. On the basis of the derived competency, a survey was conducted on the 5-point Likert scale to identify the difference between the current level and importance of the competency in the field of social welfare design. The Borich coefficient was used to derive high-demand competency and nomadic competence based on its relevance to job-based competence. Finally, the core competency of social welfare design was derived through the second expert content validity. Result : The core competency of social welfare design is defined as a planned social design or design service system for the social welfare of members, empathic communication, creative convergent thinking, social welfare design professional development, project management ability, trend insight, social responsibility It consists of 6 competencies and 23 components. Since social welfare is a service for people such as social policies and facilities related to education, culture, and health care, the core competency of social welfare design is to understand empathic communication skills such as emotional empathy, mediation and conflict resolution, and understanding social welfare ethics and values. In addition, more core competencies such as social responsibility such as user-centered thinking are required. Conclusion : The ultimate goal of social welfare design is to make people's lives happy through developing tangible and intangible designs related to social welfare targets. It is necessary to analyze the environment of the latest social welfare and design fields. The core competency design of social welfare design derived from this study is an intangible design service and a training program for performing social welfare related services or specialized social welfare design with the competencies required to demonstrate expertise in the design fields of products, spaces and environments. I think it will be useful when designing. 연구배경 : 점차 증대되는 사회복지 서비스 분야에서 유․무형의 디자인은 체계적, 혁신적이면서 사용자 중심적으로 개발되어야 하며, 사용자의 다양한 요구와 만족도를 충족시키는 방안으로서 사회복지 분야에서 디자인적 사고의 융합이 필요한 상황이다. 연구방법 : 연구를 수행하기 위해 45편의 선행연구를 바탕으로 사회복지와 디자인에서 필요로 하는 역량을 파악하고, 사회복지 디자인의 개념을 정의하였다. 사회복지 디자인 분야에서 필요한 핵심역량을 KSA에 근거하여 도출하고 전문가 내용 타당도를 검토하였으며, 도출된 역량을 근거로 사회복지 디자인 분야에서 해당 역량의 현재수준과 중요도의 차이를 확인하기 위해 5점 Likert 척도로 설문조사를 실시하였다. Borich 계수 산출을 통해 요구도 수준이 높은 역량을 도출하고, 직업기초능력과의 관련성에 따라 역량을 유목화하였다. 2차 전문가 내용 타당도를 통해 최종적으로 사회복지 디자인 핵심역량을 도출하였다. 연구결과 : 사회복지 디자인 핵심역량을 사회구성원의 복지구현을 위한 계획적인 사회적 디자인 또는 디자인 서비스 체계로 정의하였으며, 공감적 소통, 창의 융합적 사고, 사회복지 디자인 전문성 개발, 프로젝트 관리 능력, 트렌드 통찰력, 사회적 책무성 총 6개 역량과 23개 구성요인으로 구성하였다. 사회복지 목적이 교육, 문화, 의료와 관련된 사회정책과 시설 등 사람을 위한 서비스이기에 특히, 사회복지 디자인 핵심역량은 정서적 공감 능력, 중재 및 갈등조정 등의 공감적 소통 능력과 사회복지 윤리와 가치 이해, 사용자 중심 사고 등의 사회적 책무성 등의 핵심역량이 더 요구된다고 볼 수 있다. 결론 : 사회복지 디자인의 궁극적인 목적은 사회복지 대상자와 관련된 유․무형의 디자인 개발을 통해 인간의 삶을 행복하게 하는 것으로, 창의 융합적인 사고를 바탕으로 디자인 프로세스를 체계적으로 관리하고, 사용자 중심적 관점을 지향해야 하며, 최신의 사회복지 및 디자인 분야의 환경을 분석할 필요가 있다. 본 연구에서 도출한 사회복지 디자인 핵심역량은 무형의 디자인 서비스와 제품, 공간, 환경 등의 유형의 디자인 분야에서 전문성을 발휘하는 데 필요한 역량으로 사회복지 관련 서비스를 수행하거나 특화된 사회복지 디자인을 위한 교육 프로그램을 설계할 때 유용할 것이라고 판단된다.

온라인 네트워킹 활동이 가상협업 역량 및 업무성과에 미치는 영향

서아영,신경식 한국경영정보학회 2012 Asia Pacific Journal of Information Systems Vol.22 No.2

With the advent of communication technologies including electronic collaborative tools and conferencing systems provided over the Internet, virtual collaboration is becoming increasingly common in organizations. Virtual collaboration refers to an environment in which the people working together are interdependent in their tasks, share responsibility for outcomes, are geographically dispersed, and rely on mediated rather than face-to face, communication to produce an outcome. Research suggests that new sets of individual skill, knowledge, and ability (SKAs) are required to perform effectively in today’s virtualized workplace, which is labeled as individual virtual competence. It is also argued that use of online social networking sites may influence not only individuals’ daily lives but also their capability to manage their work-related relationships in organizations, which in turn leads to better performance. The existing research regarding (1) the relationship between virtual competence and task performance and (2) the relationship between online networking and task performance has been conducted based on different theoretical perspectives so that little is known about how online social networking and virtual competence interplay to predict individuals’ task performance. To fill this gap, this study raises the following research questions:(1) What is the individual virtual competence required for better adjustment to the virtual collaboration environment?(2) How does online networking via diverse social network service sites influence individuals’ task performance in organizations?(3) How do the joint effects of individual virtual competence and online networking influence task performance?To address these research questions, we first draw on the prior literature and derive four dimensions of individual virtual competence that are related with an individual’s self-concept, knowledge and ability. Computer self-efficacy is defined as the extent to which an individual beliefs in his or her ability to use computer technology broadly. Remotework self-efficacy is defined as the extent to which an individual beliefs in his or her ability to work and perform joint tasks with others in virtual settings. Virtual media skill is defined as the degree of confidence of individuals to function in their work role without face-to-face interactions. Virtual social skill is an individual’s skill level in using technologies to communicate in virtual settings to their full potential. It should be noted that the concept of virtual social skill is different from the self-efficacy and captures an individual’s cognition-based ability to build social relationships with others in virtual settings. Next, we discuss how online networking influences both individual virtual competence and task performance based on the social network theory and the social learning theory. We argue that online networking may enhance individuals’ capability in expanding their social networks with low costs. We also argue that online networking may enable individuals to learn the necessary skills regarding how they use technological functions, communicate with others, and share information and make social relations using the technical functions provided by electronic media, consequently increasing individual virtual competence. To examine the relationships among online networking, virtual competence, and task performance, we developed research models (the mediation, interaction, and additive models, respectively) by integrating the social network theory and the social learning theory. Using data from 112 employees of a virtualized company, we tested the proposed research models. The results of analysis partly support the mediation model in that online social networking positively influences individuals’ computer self-efficacy, virtual social skill, and virtual media skill, which are key predictors of individuals’ task performance. Furthermore, the resul...

A Study on the Relationship Between Social-emotional Competency and Job Satisfaction of Chinese Male Early Childhood Teachers

악단적,고흥,조숙영 인문사회 21 2022 인문사회 21 Vol.13 No.3

A Study on the Relationship Between Social-emotional Competency and Job Satisfaction of Chinese MaleEarly Childhood TeachersDandi Yue, Heung Kou, & Sukyoung Cho Abstract: The purpose of this study is to explore the relationship between the social-emotional competency of early childhood teachers and job satisfaction. The subjects of this study were 107 male early childhood teachers in China, and questionnaires were collected online and offline and analyzed using SPSS 26.0. Results First, in terms of social-emotional competency and job satisfaction according to age and monthly income of male early childhood teachers, young male early childhood teachers and male early childhood teachers with low monthly income showed low results in social-emotional competence and job satisfaction. Second, it was found that there was a significant correlation between the social-emotional competency and job satisfaction of male early childhood teachers. This means that the higher the social-emotional competency of male early childhood teachers, the higher their job satisfaction. Through this, we intend to provide basic information to find the factors that can motivate male early childhood teachers’ efforts to improve their social-emotional competency, and the support and methods that should be actually accompanied to improve job satisfaction of male kindergarten teachers. Key Words: Male, Early Childhood Teacher, Social-emotional Competence, Job Satisfaction, Correlation A Study on the Relationship Between Social-emotional Competency and Job Satisfaction of Chinese Male Early Childhood Teachers Dandi Yue, Heung Kou, & Sukyoung Cho Abstract: The purpose of this study is to explore the relationship between the social-emotional competency of early childhood teachers and job satisfaction. The subjects of this study were 107 male early childhood teachers in China, and questionnaires were collected online and offline and analyzed using SPSS 26.0. Results First, in terms of social-emotional competency and job satisfaction according to age and monthly income of male early childhood teachers, young male early childhood teachers and male early childhood teachers with low monthly income showed low results in social-emotional competence and job satisfaction. Second, it was found that there was a significant correlation between the social-emotional competency and job satisfaction of male early childhood teachers. This means that the higher the social-emotional competency of male early childhood teachers, the higher their job satisfaction. Through this, we intend to provide basic information to find the factors that can motivate male early childhood teachers’ efforts to improve their social-emotional competency, and the support and methods that should be actually accompanied to improve job satisfaction of male kindergarten teachers. Key Words: Male, Early Childhood Teacher, Social-emotional Competence, Job Satisfaction, Correlation