성별에 따른 유아의 사회적 능력과 관련 변인 간의 구조 관계 분석 = (The) structural relationship analysis between young children's social competence and related variables by gender

다국어 초록 (Multilingual Abstract)

The Structural Relationship Analysis Between Young Children's Social Competence
and Related Variables by Gender

Lim, Eun Jeong

Department of Earlychildhood Education

The Graduate School, Catholic University of Daegu

(Supervised by Professor Kim, Soo young)

(Abstract)
The purpose of this study is to identify the interrelations between the variables with focusing on the intrapersonal and extrapersonal variables affecting the social competence of the children depending on the gender, using the child's temperament and emotional regulation ability as intrapersonal variables and affectionate child-rearing behavior by the parents and the emotional expression of the parents as the extrapersonal variables.

The research questions of this study presented for these aims are thus:

1. What correlations exist between the temperament and emotional regulation of the child and the positive and negative emotional expression of the parents and the social competence of the child, depending on the gender?

2. What causal relations exist between the temperament and emotional regulation of the child and the positive and negative emotional expression of the parents and the social competence of the child, depending on the gender?

The research was conducted on 458 children(232 male, 226 female), aged 5-6, enrolling in 8 kindergartens and nurseries, located in the city of Daegu and the Kyeongsangbuk-do, and the parents of the children(458 fathers and 458 mothers), and 23 teachers. To test for temperament of the children and the affectionate child-rearing behavior and positive and negative emotional expression of the parents, we have used a questionnaire for the parents to fill out, mailed to each home, and to test for the children's social competence and the emotional regulation of the children we have used a questionnaire for the teachers. The data analysis conducted on this study consists of Pearson's correlation analysis through SPSS 16.0, and the structural equation model analysis through AMOS 7.0 to determine whether the hypothetical structure model and the data collected were suitable.
The results of this study are as thus:
Firstly, the child's temperament was shown to have a direct effect on the social competence and there was a difference on the activity, a subfactor of the temperament, depending on the gender, and there was no difference on the adaptability.
Secondly, the emotional regulation of the children was shown to have a direct effect on the social competence, regardless of the gender.
Thirdly, the affectionate child-rearing behavior of the parents were shown to have an indirect effect on the social competence of the child. On the case of boys, the mother's affectionate child-rearing behavior was shown to have a positive relationship with the prosociality and the internal problem behavior of the boy but on the case of girls, the affectionate child-rearing behavior of the mother and the father had no relationship with the social competence of the girl.
Fourthly, the positive emotional expression of the parents had an indirect effect on the child's social competence. On the case of boys, the mother's positive emotional expression was shown to have a positive relationship with the prosociality and the internal problem behavior of the boy but on the case of girls, the positive or the negative emotional expression of the mother and the father had no relationship with the social competence of the girl.
Fifth, the child's emotional regulation was shown to play the role of mediator in the child's social competence. On the case of boys the indirect effect of the affectionate child-rearing behavior of the parents and the positive emotional expression was shown to affect the child's social competence through the emotional regulation and on the case of girls, the indirect effect of the temperament was shown to affect the child's social competence thought the emotional regulation.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성…………………………………………… 1
• 2. 연구문제 ………………………………………………… 9
• 3. 용어의 정의 …………………………………………… 9
• Ⅱ.이론적 배경 및 선행연구의 고찰
• 1. 유아의 사회적 능력 …………………………………… 12
• 2. 유아의 사회적 능력에 영향을 미치는 변인 ………… 17
• 1) 유아의 성별과 사회적 능력 ……………………………17
• 2) 유아의 기질과 사회적 능력……………………………18
• 3) 유아의 정서조절력과 사회적 능력……………………21
• 4) 부모의 양육행동과 사회적 능력………………………23
• 5) 부모의 정서표현과 사회적 능력………………………26
• 3. 주요 연구 변인들 간의 상관관계에 관한 선행연구… 28
• 1) 유아의 기질, 부모의 양육행동과의 관계 ……………28
• 2) 유아의 기질, 유아의 정서조절력, 부모의 양육행동과의 관계…30
• 3) 유아의 정서조절력, 부모의 정서표현과의 관계…… 35
• 4. 연구가설모형 ……………………………………………38
• Ⅲ.연구방법
• 1. 연구대상………………………………………………… 39
• 2. 측정도구………………………………………………… 40
• 3. 연구절차………………………………………………… 48
• 4. 자료분석………………………………………………… 50
• Ⅳ. 연구결과
• 1. 기술통계………………………………………………… 52
• 2. 성별에 따른 유아의 사회적 능력 및 관련변인들 간의 상관관계 ……………………………………………………………54
• 3. 성별에 따른 유아의 사회적 능력 및 관련변인들 간의 인과적 관련성……………………………………………………… 57
• Ⅴ. 논의 …………………………………………………… 68
• Ⅵ. 결론 및 제언……………………………………………75
• 참고 문헌………………………………………………… 79
• 부록 …………………………………………………………97
• 표목차
• <표Ⅲ-1> 유아의 연령 및 성별분포 …………………… 39
• <표Ⅲ-2> 부모의 연령 및 학력 ………………………… 39
• <표Ⅲ-3> 유아의 기질 척도의 내용 …………………… 40
• <표Ⅲ-4> 유아의 정서조절력 척도의 내용 …………… 41
• <표Ⅲ-5> 부모의 애정적 양육행동 척도의 내용 ………42
• <표Ⅲ-6> 부모의 정서표현 척도의 내용 ………………43
• <표Ⅲ-7> SCBE의 행동특성과 문항번호 ………………44
• <표Ⅲ-8> SCBE의 하위항목과 문항번호 ………………45
• <표Ⅲ-9> SCBE의 척도의 내용 …………………………46
• <표Ⅲ-10> 측정도구의 적합도……………………………50
• <표Ⅳ-1> 유아의 사회적 능력 및 관련변인들의 기술통계…………………………………………………………… 52
• <표Ⅳ-2> 관련 변인들 간의 상관관계(남아)……………54
• <표Ⅳ-3> 관련 변인들 간의 상관관계(여아)……………56
• <표Ⅳ-4> 성별에 따른 사회적 능력 관련 변인들 간의 상관에서의 차이………………………………………………………57
• <표Ⅳ-5> 남아 수정 모형의 적합도 …………………… 59
• <표Ⅳ-6> 남아 변인 간 경로계수 및 유의수준…………61
• <표Ⅳ-7> 남아 잠재변인 간의 직&#8228;간접적 효과 및 총효과…………………………………………………………… 61
• <표Ⅳ-8> 여아 수정 모형의 적합도 …………………… 64
• <표Ⅳ-9> 여아 변인 간 경로계수 및 유의수준…………64
• <표Ⅳ-10> 여아 잠재변인 간의 직&#8228;간접적 효과 및 총효과…………………………………………………………… 65
• <표Ⅳ-11> Sobel의 검증방법에 의한 정서조절력의 매개효과 검증 …………………………………………………………66
• 그림목차
• [그림Ⅱ-1] 연구가설모형 ……………………………… 38
• [그림Ⅲ-1] 구조분석 연구절차………………………… 47
• [그림Ⅳ-1] 연구모형 …………………………………… 58
• [그림Ⅳ-2] 남아 수정 모형………………………………60
• [그림Ⅳ-3] 여아 수정 모형………………………………63