가정의 사회경제적 지위와 어머니 양육태도 유형에 따른 유아의 친사회적 행동 연구 = (A) Study on the relationship of socio-economic family status and mother parenting style to young child prosocial behavior

다국어 초록 (Multilingual Abstract)

The pusrpose of this study was to examine how young children's socio-economic family status and the parenting style of their mothers concerned their prosocial begaviors in an effort to determine how the first two variables affected their prosocial behaviors and how the two variables interacted with each other in association with their prosocial begaviors.
The research questions were posed as below:
1. Do the socio-economic status of young children's families and the parenting style of their mothers make any differences to their prosocial behaviors and its subfactors?
1-1. Do young children's socio-economic family status and the parenting style of their mothers make any differences to their prosocial behaviors?
1-2. Do the socio-economic status of young children's families and the parenting style of their mothers make any differences to their personal emotion, interpersonal relationship and adjustment to kindergarten, the subfactors of prosocial behavior?
The subjects in this study were 580 mothers whose children were five years old in Western age and attended nine different kindergartens in the city of Busan, including H kindergarten. They were asked to fill out questionnaires sent through their children again. Out of 527 mothers who participated in the survety, 30 percent who belonged to the high class were selected according to their socio-econimic status, and another 30 percent who belonged to the low class were selected. Among the children of the selected mother groups, 130 young children of the mothers whose parenting style was affective-autonomous and rejective-controlling took a test in prosocial behavier. The test results were analyzed by two-way ANOVA, and statistical data on frequency and standard deviation were produced.
The major findings of the study could be summarized as follows:
First, there was a significant gap in prosocial behavior between the hyoung children from the high class and those from the low class. The preschoolers from the high class scored better, and there also was a significant gap in prosocial behavior between the children whose mothers had an affective-autonomous parenting style and those whose mothers had an rejective-controlling style. The preschoolers whose mothers had an affective-autonomous parenting style got higher scores. There was no interaction effect between the socio-econimic status of their families and the parenting style of the mothers.
Second, the high-class group was significantly different from the low-class group in personal emotion control, and the former scored better. But there was no significant gap in personal emotion control between the group whose mothers had an affectine-autonomous parenting style and the other whose mothers had an rejective-controlling parenting style. Besides, there was no interaction effect between the socio-economic status of their families and the parenting style of their mothers.
Third, the high-class group was significantly different from the low-clas group in interpersonal skills, and the former got higher scores. but there was no significant gap in that regard between the group whose mothers had an affective-autonomous parenting style and the other group whose mothers had a rejective-controlling parenting style. In addition, there was no interaction effect between the socio-econimic status of their families and the parenting style of their mothers.
Fourth, the high-class group was significantly different from the low-class group in adjustmetn to kindergarten, and the former scored higher. And the group whose mothers had an affective-autonomous parenting style differed significantly from the other group whose mothers had an fejective-controlling parenting style in adjustment to kindergarten. The former got higher scores, and there was no interaction effect between the socio-economic status of their families and the parenting style of their mothers.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 5
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 친사회적 행동 7
• 2. 사회경제적 지위와 친사회적 행동 = 14
• 3. 부모의 양육태도와 친사회적 행동 = 16
• Ⅲ. 연구 방법 = 22
• 1. 연구대상 = 22
• 2. 연구도구 = 24
• 3. 연구절차 = 29
• 4. 자료처리 = 31
• Ⅳ. 연구결과 = 32
• Ⅴ. 요약 및 결론 = 41
• 1. 요약 및 논의 = 41
• 2. 결론 및 제언 = 47
• 참고문헌 = 50
• 부록 = 56
• Abstract = 80