어머니 양육신념 및 유아의 학습관련 사회적 기술과 유아 리더십과의 관계 = (The) relationship among maternal parental beliefs, children's learning-related social skills and children's leadership

다국어 초록 (Multilingual Abstract)

The aim of present study was to analyze which element effected on young children's leadership among maternal parental beliefs, socio-demographic variables, and learning-related social skills. The subjects were 287 under five-year-old children, 287 of their mothers and 18 homeroom teachers at 18kindergartens located in Gyeonggi district.
Data were collected via Diagnosis Instrument for Young children's Leadership which was originally developed by Hee-uk Jeong, Byeong-ki Park, Seoung-uk Choi and Il-guk Kang(2003) at Korean Educational Development Institute(KEID) and modified by Yeon-kyeong Park with Seong-won Hwang, Young-suk Sa and Seong-sin Cho focusing on young children's developmental quality and behavioral feature. Instrument of Ji-young An(2001) which was modified and supplemented by her with reference to Parents' educational view by Won-young Lee(1983), Mother's traditional views by Ji-sin Kim(1996), and Maternal Beliefs and Values Q-sort by Sigel(1985) was used to examine maternal parental beliefs. A research tool of McClelland and Morrison(2003) translated by Sun-hee An and Sun-young Kim(2004) was applied to the diagnosis for children's learning-related social skills.
The data was analyzed using descriptive statistical analysis, frequencies and percentage with SPSS Win 17.0 and Cronbach's α was computed to assess reliability of research instruments. The relationships amongst socio-demographic variables(sex, age, academic background, state of employment) of young children and their mother, children's learning-related social skills and the leadership were statistically analyzed by T-test and multiple regression analysis before One-way ANOVA. Scheffé test was implemented as a post evaluation tool. Pearson's Product-moment Correlation Coefficient was used to clarify the connection in maternal parental beliefs, children's learning-related social skills and their leadership.
Findings were as below:
First, young children's sex and mother's background variables did not influence on mother's maternal parental beliefs or children's leadership while children's learning-related social skills showed differently depending on their sex. As a result of mother's priority in children's educational object, the mother's on experiment considered that academic achievement outweighed moral education. Moreover, the groups of mothers believed that parents and other environmental elements gave influences on children's maturity supporting environmentalism. Regardless of significant meaning, statistically, mothers in high educational background tended to set their children's developmental goal in acquiring intellectual achievement and children who were from the better economic conditions indicated higher score in leadership.
Second, mother's parental beliefs did not influence on children's learning-related social skills or leadership whereas children's learning-related social skills were significantly correlated with their leadership, task performance ability, self-regulation, collaboration, and self-assertion.
Third, it was also found that children's leadership was considerably influenced by maternal parental beliefs and children's learning-related social skills rather than environmental differences.

국문 초록 (Abstract)

본 연구는 유아와 어머니의 사회 인구학적 변인, 양육신념, 유아의 학습관련 사회적 기술 중 유아의 리더십에 미치는 영향을 알아보기 위한 연구이다.
연구대상은 경기지역 G시의 18개소 어린이집에 재원 중인 만 5세 유아 287명과 그들의 어머니 287명, 담임교사 18명을 대상으로 하였다.
연구도구로는 유아의 리더십을 알아보기 위해 정희욱, 박병기, 최성욱과 강일국(2003)에 의해 한국교육개발원에서 초등학생을 대상으로 개발한 ‘지도력 진단도구’를 황성원, 사영숙, 이성희와 조성신(2008)이 유아의 발달적 측면과 행동 특성을 고려하여 박연경이 재수정한 교사용 도구를 사용하였다. 어머니의 양육신념을 검사하기 위해 이원영(1983)의 '자녀교육관', 김지신(1996)의 '어머니 전통-가치관', 그리고 Sigel(1985)의 'Maternal Beliefs and Values Q-sort' 등의 문항을 참고로 안지영(2001)이 수정 보완한 것을 사용하였다. 유아의 학습관련 사회적 기술은 McClelland 와 Morrison(2003)이 구성한 도구를 안선희와 김선영(2004)이 번역한 것으로 사용하였다.
수집된 자료는 SPSS WIN 17.0 프로그램을 사용하였다. 연구대상의 일반적인 특성을 알아보기 위해 빈도와 백분율, 평균 및 표준편차를 산출하였으며, 연구도구의 신뢰도 검증을 위해 Cronbach's α를 산출하였다. 유아 및 어머니의 사회 인구학적 변인(성별, 연령, 학력, 소득수준, 취업유무)에 따른 어머니의 양육 신념, 유아 학습관련 사회적 기술, 유아 리더십의 차이를 알아보기 위해 t-검증, 일원변량분석(one-way ANOVA)을 실시하였고 사후검증으로는 Scheffé검증을 실시하였다. 어머니의 양육 신념, 유아 학습관련 사회적 기술, 유아 리더십의 관계를 알아보기 위해 Pearson 적률상관분석을 하였다. 어머니의 양육 신념, 유아 학습관련 사회적 기술의 유아 리더십에 대한 영향력을 알아보기 위해 중다회귀분석을 실시하였다.
본 연구의 결과는 다음과 같다.
첫째, 사회 인구학적 변인(성별, 연령, 학력, 소득수준, 취업유무)에 따른 양육신념, 유아의 학습관련 사회적 기술, 유아 리더십의 차이를 알아본 결과, 유아의 성별과 어머니의 배경변인은 어머니의 양육신념과 유아 리더십에는 영향을 미치지 않는 것으로 나타났다. 유아의 성에 따른 유아의 학습관련 사회적 기술은 유의미한 차이가 있는 것으로 나타났다. 어머니 양육신념의 경우 자녀 발달 목표로서 지적성취 대 인성강조 신념을 조사한 결과 연구대상 어머니들은 대체로 인성보다는 학습을 중시하는 신념을 나타냈다. 환경주의 대 성숙주의 신념의 결과는 어머니들이 자녀 발달에 대해 부모나 외부의 영향력을 인정하는 환경주의 신념의 경향 보였다. 통계적으로 유의하지는 않았지만 학력이 높은 어머니일수록 자녀 발달 목표를 좀 더 지적성취에 두는 것으로 나타났으며, 유아의 리더십은 소득수준이 높을수록 리더십 점수가 높게 나타났다.
둘째, 어머니의 양육신념 및 유아학습관련 사회적 기술과 유아 리더십 간의 관계를 알아본 결과, 어머니의 양육신념과 유아의 학습관련 사회적 기술은 유의한 상관이 나타나지 않았으며, 유아의 리더십과 어머니의 양육신념도 유의한 상관이 나타나지 않았다. 유아리더십과 유아의 학습 관련 사회적 기술 간의 관계는 유의한 정적 상관이 있는 것으로 나타났으며, 협력, 자기주장, 자기조절, 과제수행 등 하위요인과도 매우 높은 정적 상관이 있는 것으로 나타났다.
셋째, 유아 리더십에 영향을 미치는 변인과 상대적 설명력을 알아본 결과, 유아 리더십은 어머니 양육신념과 배경변인보다는 유아의 학습관련 사회적 기술이 영향을 높게 미치는 것으로 나타났다. 이는 유아가 사회적 규칙과 요구 등에 잘 부응하고 자신의 생각이나 요구를 잘 표현하며 생각과 문제 등을 조절할 줄 알고 주어진 과제를 지속적으로 완성하려는 능력이 높을수록 유아의 리더십 능력도 높다는 것을 알 수 있었다.

목차 (Table of Contents)

• 목 차
• 표목차 ·················································································ⅳ
• 논문초록···············································································ⅵ
• Ⅰ. 서론·················································································1
• 1. 연구의 필요성 및 목적·························································1
• 2. 연구문제··········································································8
• 3. 용어의 정의·····································································9
• Ⅱ. 이론적 배경··································································10
• 1. 유아 리더십··································································10
• 1) 유아 리더십의 개념 및 특성·············································10
• 2) 유아 리더십에 영향을 미치는 요인·····································16
• 2. 어머니 양육신념·····························································19 1) 양육신념의 개념 및 특성···············································19
• 2) 양육신념에 영향을 미치는 요인·······································22
• 3. 유아의 학습관련 사회적 기술 ··············································25
• 1) 학습관련 사회적 기술의 개념 및 특성···································25
• 2) 학습관련 사회적 기술에 영향을 미치는 요인···························29
• 4. 어머니 양육신념, 유아학습관련 사회적 기술, 유아 리더십 간의 관계
• ·················································································31
• Ⅲ. 연구방법··········································································35
• 1. 연구대상········································································35
• 2. 연구도구········································································37
• 1) 유아의 리더십································································37
• 2) 어머니의 양육신념···························································39
• 3) 유아의 학습관련 사회적 기술··············································40
• 3. 연구절차········································································43
• 4. 자료처리방법···································································44
• Ⅳ. 연구결과··········································································45
• 1. 배경변인에 따른 어머니 양육신념 및 유아의 학습관련 사회적 기술과 유아 리더십과의 차이·························································45
• 2. 어머니 양육신념, 유아의 학습관련 사회적 기술과 유아 리더십 간의 관계·············································································53
• 3. 유아 리더십에 대한 어머니 양육신념과 유아의 학습관련 사회적 기술의 영향력···········································································55
• Ⅴ. 논의 및 결론·····································································61
• 참고문헌············································································72
• 부록··················································································87
• ABSTRACT·······································································98