유아의 자기조절과 공격성 및 또래유능성

다국어 초록 (Multilingual Abstract)

The purpose of this study was to find out the role of young
children's self-regulation and aggression in developing their peer
relationship. The subjects of this study consisted 247 children aged
between 4 and 5 from kindergartens located in Cheongju and
Jincheon-gun. Teachers reported children's self-regulation, aggression
and peer competence. Data were analyzed by frequency, percentage,
average and standard deviation, t-test, F-test, Scheffe test, Pearson’s
correlation analysis and path analysis using SPSS and AMOS. The
findings of this study can be summarized as follows:
First, there were statistically significant differences in young
children's aggression according to gender, and in young children's
peer competence according to mother's education level. Second, the
path model showed that young children's self-regulation had an
indirect impact on the initiative peer competence through aggression
toward person and object. Third, young child’s self-regulation,
aggression toward person and object, and verbal aggression showed
to have direct impacts on prosocial behavior. In this model, young
child’s self-regulation had an indirect impact on prosocial behavior
through aggression toward person and object, and verbal aggression.
Fourth, young children's self-regulation had an indirect impact on
sociablity through aggression toward person and object, and verbal
aggression.