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    유아의 의도적 통제, 교사가 지각한 교사-유아관계, 유아의 유아교육기관에 대한 태도와의 관계 = School attitudes: Their relationship to preschoolers’ effortful control and teacher-child relationship

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    https://www.riss.kr/link?id=A104341294

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    This study explores how preschoolers' effortful control school attitudes and relations of preschooler's effortful control, teacher-child relationship relate to school attitudes. Participants included 220 preschoolers (110 boys, 112 girls). The study measured their effortful control using the Child Behavior Questionnaire (Rothbart, Ahadi & Hershey, 1994). It measured teacher-child relationships and school attitudes using the Teacher Rating Scale of School Adjustment: TRSSA (Buhs & Ladd, 2001). Data were analyzed using descriptive statistics, t-test, correlations, and structural equation modeling analysis. The study produced the following results. First, preschoolers' effortful control showed positive effects on school attitudes. Second, teacher-child relationships showed a positive effect on school attitudes. Third, preschoolers effortful control showed a direct effect on school attitudes. In conclusion, preschoolers' effortful control and the teacher-child relationships showed a positive relationships school attitudes. Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase the school success of preschool children.
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    This study explores how preschoolers' effortful control school attitudes and relations of preschooler's effortful control, teacher-child relationship relate to school attitudes. Participants included 220 preschoolers (110 boys, 112 girls). The study m...

    This study explores how preschoolers' effortful control school attitudes and relations of preschooler's effortful control, teacher-child relationship relate to school attitudes. Participants included 220 preschoolers (110 boys, 112 girls). The study measured their effortful control using the Child Behavior Questionnaire (Rothbart, Ahadi & Hershey, 1994). It measured teacher-child relationships and school attitudes using the Teacher Rating Scale of School Adjustment: TRSSA (Buhs & Ladd, 2001). Data were analyzed using descriptive statistics, t-test, correlations, and structural equation modeling analysis. The study produced the following results. First, preschoolers' effortful control showed positive effects on school attitudes. Second, teacher-child relationships showed a positive effect on school attitudes. Third, preschoolers effortful control showed a direct effect on school attitudes. In conclusion, preschoolers' effortful control and the teacher-child relationships showed a positive relationships school attitudes. Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase the school success of preschool children.

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    국문 초록 (Abstract) kakao i 다국어 번역

    본 연구는 만 5세 유아를 대상으로 유아가 가지는 유아교육기관의 태도의 특성과 유아의 의도적 통제, 교사가 지각한 교사-유아관계, 유아의 유아교육기관에 대한 태도와의 관계를 탐색해 보고자 하였다. 연구대상은 D시에 소재한 6개 유아교육기관에 재원중인 유아 222명(남아 110명, 여아 112명)이었다. 연구도구는 의도적 통제 검사 및 유아교육기관 적응 척도를 사용하였으며, 상관관계 분석, t-test, 구조방정식 모형을 통해 결과를 도출하였다. 연구결과, 우리나라의 유아는 중간 이상의 학교 선호를 보이며 매우 낮은 수준의 학교 회피를 보여, 우리나라 유아는 대부분 유아교육기관에 대해 긍정적인 태도를 보이는 것으로 나타났으며, 여아가 남아보다 유아교육기관을 더 선호하는 것으로 나타났다. 둘째, 유아의 의도적 통제, 교사가 지각한 교사-유아관계, 유아의 유아교육기관에 대한 태도의 관계가 나타났다. 구체적으로 유아의 의도적 통제는 유아의 유아교육기관에 대한 태도에 직접 영향을 미쳤으며, 교사가 지각한 교사-유아관계는 유아의 유아교육기관에 대한 태도에 직접 영향을 미쳤으며, 유아의 의도적 통제는 교사가 지각한 교사-유아관계에 직접 영향을 미치는 것으로 나타났다.
    번역하기

    본 연구는 만 5세 유아를 대상으로 유아가 가지는 유아교육기관의 태도의 특성과 유아의 의도적 통제, 교사가 지각한 교사-유아관계, 유아의 유아교육기관에 대한 태도와의 관계를 탐색해 ...

    본 연구는 만 5세 유아를 대상으로 유아가 가지는 유아교육기관의 태도의 특성과 유아의 의도적 통제, 교사가 지각한 교사-유아관계, 유아의 유아교육기관에 대한 태도와의 관계를 탐색해 보고자 하였다. 연구대상은 D시에 소재한 6개 유아교육기관에 재원중인 유아 222명(남아 110명, 여아 112명)이었다. 연구도구는 의도적 통제 검사 및 유아교육기관 적응 척도를 사용하였으며, 상관관계 분석, t-test, 구조방정식 모형을 통해 결과를 도출하였다. 연구결과, 우리나라의 유아는 중간 이상의 학교 선호를 보이며 매우 낮은 수준의 학교 회피를 보여, 우리나라 유아는 대부분 유아교육기관에 대해 긍정적인 태도를 보이는 것으로 나타났으며, 여아가 남아보다 유아교육기관을 더 선호하는 것으로 나타났다. 둘째, 유아의 의도적 통제, 교사가 지각한 교사-유아관계, 유아의 유아교육기관에 대한 태도의 관계가 나타났다. 구체적으로 유아의 의도적 통제는 유아의 유아교육기관에 대한 태도에 직접 영향을 미쳤으며, 교사가 지각한 교사-유아관계는 유아의 유아교육기관에 대한 태도에 직접 영향을 미쳤으며, 유아의 의도적 통제는 교사가 지각한 교사-유아관계에 직접 영향을 미치는 것으로 나타났다.

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    참고문헌 (Reference)

    1 권연희, "남녀 유아의 의도적 통제가 행동 문제에 미치는 영향에 대한 교사-유아 관계의 매개 효과" 한국생활과학회 20 (20): 595-609, 2011

    2 Fabes, R. A., "Young children’s negative emotionality and social isolation : A latent growth curve analysis" 48 : 284-207, 2002

    3 Birch, S. H., "The teacher-child relationship and children’s early school adjustment" 35 (35): 61-69, 1997

    4 Coplan, R. J., "The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers" 14 : 537-553, 1999

    5 Eisenberg, N., "The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children" 68 : 295-211, 1997

    6 Eisenberg, N., "The relations of effortful control and ego control to children’s resiliency and social functioning" 39 : 761-776, 2003

    7 Pianta, R. C., "The emotional bond between children and adults" American Psychological Association 1999

    8 Hill, A., "The development of effortful control: Links with parenting, infant emotion regulation, and social competence in early childhood" Notre Dame University 2003

    9 Caspi, A., "Temperamental orgins of child and adolescent behavior problems : From age three to age fifteen" 66 : 55-68, 1995

    10 Keogh, B. K., "Temperament differences in infants and young children" Pitman 269-285, 1982

    1 권연희, "남녀 유아의 의도적 통제가 행동 문제에 미치는 영향에 대한 교사-유아 관계의 매개 효과" 한국생활과학회 20 (20): 595-609, 2011

    2 Fabes, R. A., "Young children’s negative emotionality and social isolation : A latent growth curve analysis" 48 : 284-207, 2002

    3 Birch, S. H., "The teacher-child relationship and children’s early school adjustment" 35 (35): 61-69, 1997

    4 Coplan, R. J., "The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers" 14 : 537-553, 1999

    5 Eisenberg, N., "The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children" 68 : 295-211, 1997

    6 Eisenberg, N., "The relations of effortful control and ego control to children’s resiliency and social functioning" 39 : 761-776, 2003

    7 Pianta, R. C., "The emotional bond between children and adults" American Psychological Association 1999

    8 Hill, A., "The development of effortful control: Links with parenting, infant emotion regulation, and social competence in early childhood" Notre Dame University 2003

    9 Caspi, A., "Temperamental orgins of child and adolescent behavior problems : From age three to age fifteen" 66 : 55-68, 1995

    10 Keogh, B. K., "Temperament differences in infants and young children" Pitman 269-285, 1982

    11 Keogh, B. K., "Temperament and teachers’ views of teachability" 1994

    12 Rothbart, M. K., "Temperament and social behavior in childhood" 40 : 21-39, 1994

    13 Griggs, M. S., "Student-teacher relationships matter : Moderating influences between temperament and preschool social competence" 46 : 553-567, 2009

    14 Pianta, R. C., "Student-teacher relationship scale" Psychological Assessment Resources, Inc 2001

    15 Wentzel, K. R., "Social-motivational processes and interpersonal relationships : Implications for understanding motivation at school" 91 : 76-97, 1999

    16 Crosnoe, R., "School size and the interpersonal side of education : An examination of race=ethnicity and organizational context" 85 : 1259-1274, 2004

    17 Howes, C., "School of the future : Contextual constraints on the concordance of mother-child and teacher-child relationships" 57 : 25-30, 1992

    18 Fredricks, J. A., "School engagement : Potential of the concept, state of the evidence" 74 (74): 59-109, 2004

    19 Silva, K. M., "Relations of children's effortful control and teacher-child relationship quality to school attitudes in a low-income sample" 22 (22): 434-460, 2011

    20 Blair C., "Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten" 78 : 647-663, 2007

    21 Ladd, G. W., "Predicting children's social and school adjustment following the transition from preschool to kindergarten" 58 : 1168-1189, 1987

    22 Buhs, E. S., "Peer rejection as antecedent of young children’s school adjustment : An examination of mediating processes" 37 : 550-560, 2001

    23 Eisenberg, N., "Mothers’ emotional expressivity and children’s behavior problems and social competence : Mediation through children’s regulation" 37 : 475-490, 2001

    24 Lynch, M., "Maltreated children's reprots of relatedness to thers" 57 : 81-108, 1992

    25 Eisenberg, N., "Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning" 39 : 3-19, 2003

    26 McClelland M. M., "Links between behavioral regulation and preschooler’s literacy, vocabulary, and math skills" 43 : 947-959, 2007

    27 McClelland, M. M., "Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills" 43 : 947-959, 2007

    28 Birch, S., "Interpersonal relationships in the school environment and children’s early school adjustment: The role of teachers and peers" Cambridge University Press 1996

    29 Pianta, R. C., "High-risk children in the schools: Creating sustaining relationships" Routledge 1996

    30 Rothbart, M. K., "Handbook of child psychology: Vol. 3. Social, emotional, and personality development" Wiley 105-176, 2006

    31 Rothbart, M. K., "Handbook of child psychology: Vol 3. Social, emotional, and personality development" Wiley 99-166, 2006

    32 Myers, S. S., "Examining associations between effortful control and teacher-child relationships in relation to head start socioemotional adjustment" 20 : 756-774, 2009

    33 Myers, S. S., "Examining associations between effortful control and teacher-child relationships in relation to head start socioemotional adjustment" 20 : 756-774, 2009

    34 Eisenberg, N., "Effortful control and its socioemotional consequences. In Handbook of Emotion Regulation" The Guildford Press 2007

    35 Hamre, B., "Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade" 72 : 625-638, 2001

    36 Hauser-Cram, P., "Early feelings about school and later academic outcomes of children with special needs living in poverty" 22 (22): 161-172, 2007

    37 Ladd, G. W., "Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?" 72 : 1579-1691, 2001

    38 Myers, S. S., "Developmental commentary : Individual and contextual influences on student-teacher relationships and children’s early problem behaviors" 37 : 600-608, 2008

    39 Myers, S. S., "Developmental commentary : Individual and contextual influences on student-teacher relations in relation to head start socioemotional adjustment" 20 : 756-774, 2008

    40 Ladd, G. W., "Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eight grades?" 101 : 190-206, 2009

    41 Lengua, L. J., "Contextual risk and parenting as predictors of effortful control and social competence in preschool children" 28 : 40-55, 2007

    42 Ladd, G. W., "Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment?" 68 : 1181-1197, 1997

    43 Hughes, J. N., "Classroom engagement mediates the effect of teacher-student on elementary students’ peer acceptance : A prospective analysis" 43 : 465-480, 2006

    44 Ladd, G. W., "Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement?" 46 : 255-279, 2000

    45 Valente C., "Children’s effortful control and academic competence : Mediating through school liking" 53 : 1-25, 2007

    46 Liew, J., "Child effortful control, teacher–tudent relationships, and achievement in academically at-risk children : Additive and interactive effects" 25 : 51-54, 2010

    47 Deater-Deckard, K., "Annotation : Recent research examining the role of peer relationships in the development of psychopathology" 42 : 565-579, 2001

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