부모와 복합애착유형에 따른 만 5세 유아의 또래 유능성 = Children's peer competence of 5-year-olds according to Multiple Attachments types with their Parents

다국어 초록 (Multilingual Abstract)

The current study examined the differences of children’s peer competence according to Multiple Attachment types with children’s parents and their gender.
The study subjects were 189 children of 5 years old attending 3 nurseries and 2 kinder gartens in P City, Pearson’s correlation coefficient, two-way ANOVA and post-hoc Scheffe tests were performed for data collected using the SPSS/PC(win18.0) program.
The measuring instrument, which had been reconstituted by No Myoung-hee(1995) from Seperation Anxiety Test(S.A.T) developed by Klabsbrun-Bowlby(1976) and the researcher in this revised the measuring instrument in order to measure attachment relationship with the children’s fathers.
Three types of Multiple-Attachments were 1) hign-high type ( Both of Mother and Father's attachment scores were higher-score than the grade average. )
2) one way-Attachment type ( Either of Mother and Father’s attachment, just one score was higher-score than the grade average. ) 3) low-low type ( Both of Mother and Father's attachment scores were lower-score than the grade average. )
In order to examine peer competence, peercompetence scale, which contained 3 subordinate items including sociability, pro-sociality, initiative, developed by Park, Ju-hui and Lee, Eun-hye(2001) was used.
The paper was intended to offer fundamental data, which would be useful for Childhood education and child-rearing, expanding the understanding of the children’s peer competence according to Attachment and Multiple-Attachment types with their parents and their gender.

The study questions were as follows.
1. Is there any difference in peer competence according to child’s attachment type with their parents?
2. Is there any difference in peer competence according to child’s attachment type with their parents and their gender?
3. Is there any difference in peer competence according to child’s Multiple Attachment types with their parents?
4. Is there any difference in peer competence according to child’s Multiple Attachment types with their parents and their gender?

The final outcomes of this study are set out follow:
Firstly, there were positive relationship between children’s Attachment with their parents and their peer competence. And there was a difference in pro-sociality, a subarea of peer competence related to the types of Attachment with their parents, but sociability and initiative showed no difference.
Secondly, there were significantly differences according to the types of children’s Attachment with their parents in the pro-sociality, a subarea of peer competence only for boys.
Thirdly, there were positive relationship between the types of Multiple-Attachment with their parents and peer competence. And there was a difference in pro-sociality, a subarea of peer competence related to the types of Multiple-Attachment with their parents, but sociability and initiative showed no difference.
Forthly, there were no significant gender differences according to the types of Multiple-Attachment with their parents in the children’s peer competence.
With the result which analyzed, the types of Multiple-Attachment with their parents and the pro-sociality a subarea of peer competence was statistically the meaningful relationships. But there were no significant gender differences according to the types of Multiple-Attachment with their parents in the children’s peer competence.
Through result of this research, it showed relation which agree partially, did not agree partially with preceding research and the number of example of the one side-Attachment group was very insufficient from composition the types of Multiple-Attachment.
Therefore, this research will provide the new implication which should consider when will write the dissertation theses which relates with it.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정리 6
• Ⅱ. 이론적 배경 8
• 1. 또래 유능성 8
• 1) 또래 유능성의 개념 8
• 2) 또래 유능성의 관련변인 10
• 2. 애착 11
• 1) 애착의 개념 11
• 2) 애착 이론 15
• 3) 복합 애착 16
• 4) 애착측정방법 17
• 3. 애착과 또래 유능성 20
• 1) 애착과 또래 유능성의 관계 20
• 2) 관련 선행연구 22
• 3) 선행연구의 제한점 23
• Ⅲ. 연구 방법 25
• 1. 연구 모형 25
• 2. 연구 대상 25
• 3. 측정 도구 26
• 1) 아동용 애착검사 26
• 2) 또래 유능성 측정 27
• (1) 교사 평정 또래 유능성 검사 27
• 4. 자료수집절차 28
• 1) 본 조사 28
• 2) 예비 조사 28
• 5. 자료분석방법 29
• Ⅳ. 연구결과 31
• 1. 예비분석: 독립 및 종속변인에 대한 기술통계량 31
• 1) 유아의 모애착, 부애착, 또래 유능성 점수의 기술통계량 31
• 2. 유아의 모와 부에 대한 애착 및 성별에 따른 또래 유능성 32
• 1) 모애착 및 부애착과 또래 유능성과의 상관 및 남녀 유아간 상관계수 차이 검증 33
• 2) 모애착 및 부애착 수준과 성별에 따른 교사평정 또래 유능성 점수에 대한 이원분산분석 34
• 3. 모와 부에 대한 복합애착유형 및 성별에 따른 유아의 또래 유능성 38
• Ⅵ. 논의 및 결론 41
• 1. 논의 41
• 2. 결론 46
• Ⅵ. 제언 47
• <참고문헌> 49