어머니의 정서표현성과 유아의 정서조절 능력이 또래유능성에 미치는 영향

국문 초록 (Abstract)

본 연구의 목적은 어머니의 정서표현성과 유아의 정서조절 능력이 유아의 또래유능성에 미치는 영향력을 살펴보고자 하는데 있었다. 이러한 연구 목적에 따라 다음과 같은 연구문제를 설정하였다. 1) 어머니의 정서표현성, 유아의 정서조절 능력, 유아의 또래유능성의 일반적인 경향은 어떠한가? 2) 어머니와 유아의 인구사회학적 배경변인에 따라 어머니의 정서표현성, 유아의 정서조절 능력, 유아의 또래유능성에는 어떠한 차이가 있는가? 3) 어머니의 정서표현성 및 유아의 정서조절 능력과 유아의 또래유능성간에는 어떠한 상관관계가 있는가? 4) 어머니의 정서표현성과 유아의 정서조절 능력이 또래유능성에 미치는 영향은 어떠한가?
본 연구의 연구대상은 서울시에 위치한 유치원 두 곳에 재원중이 만 3, 4, 5세 유아의 어머니와 그 유아의 담당교사를 대상으로 315부의 질문지를 배부하여 그 중 부적절하게 응답되어진 질문지를 제외한 총254부를 분석하여 최종통계 자료로 사용하였다.
본 연구의 자료를 SPSS 22.0 Program을 사용하여 분석한 결과, 다음과 같은 유의미한 결과를 산출했다. 첫째, 어머니의 정서표현성 및 유아의 정서조절 능력과 유아의 또래유능성에 대한 일반적 경향을 보면, 어머니의 긍정적 정서표현성 평균점수가 어머니의 부정적 정서표현성 평균점수 보다 높게 나타났다. 유아의 정서조절 능력에서는 유아의 타인조절 능력의 평균점수가 유아의 자기조절 능력의 평균점수보다 높게 나타났다. 유아의 또래유능성의 경우 친사회성 평균점수가 주도성과 사교성의 평균점수보다 높게 나타났다. 둘째, 유아의 인구사회학적 변인에 따른 주요 연구변인들의 차이를 살펴본 결과, 여아가 남아보다 정서조절 능력이 높게 나타났다. 또한 여아가 남아보다 유아의 또래유능성의 하위영역인 친사회성 점수에
서 높게 나타났다. 유아의 연령이 증가함에 따라 유아의 타인조절 능력과 유아의 정서조절 능력의 총점에서 유의미한 차이를 나타냈다. 유아의 연령이 증가함에 따라, 유아의 친사회성, 주도성, 또래유능성 총점에서 유의미한 차이를 나타냈다. 셋째, 어머니의 인구사회학적 배경변인에 따른 주요 연구변인들의 차이를 살펴본 결과, 어머니의 연령이 적을수록 부정적 정서표현을 자녀에게 많이 쓰는 것으로 나타났다. 또한, 어머니의 연령이 적을수록 유아의 사교성, 주도성과 유아의 또래유능성 총점이 높게 나타났다. 가정소득이 낮을수록 어머니는 부정적 정서표현을 가정에서 가족들에게 많이 쓰고 있음으로 나타났다. 넷째, 주요 연구변인들의 상관관계를 분석한 결과 어머니가 긍정적 정서표현을 사용할수록 유아의 정서조절 능력은 높게 나타났으며 어머니가 부정적 정서표현을 사용할수록 유아의 정서조절 능력은 낮게 나타났다. 정서조절 능력이 뛰어난 유아일수록 유아의 사교성, 친사회성, 주도성이 높게 나타났고, 전체적으로 또래유능성을 잘 맺는 것으로 나타났다. 다섯째, 어머니의 정서표현성과 유아의 정서조절 능력이 유아의 또래유능성에 미치는 영향력을 분석한 결과, 유아의 타인조절 능력(β=.72, p<.001)과 유아의 자기조절 능력(β=.14, p<.001)은 유아의 또래유능성 총점을 통계적으로 유의미하게 예측해주었다. 즉 유아가 친하게 지내고 싶은 아이에게 친밀감 있게 접근하는 타인조절 능력과 자기 순서가 될 때가지 참고 기다리는 자기조절 능력이 높을수록 유아가 또래관계에서 유능성을 발휘할 수 있다는 결과를 나타낸다.
본 연구의 결과를 바탕으로 유아의 정서조절 능력과 유의미한 관계가 있는 어머니의 긍정적이고 온정적인 정서표현성에 대한 중요성을 인식시켜 가정에서의 바람직한 부모 양육태도에 대한 방향을 제시할 것이다. 또한 유아의 또래유능성에 유의미한 영향을 미치는 유아의 정서조절 능력에 대한 중요성을 인식하여 유아교육현장에서 유아기에 정서를 효과적으로 조절하기 위한 다양한 교재를 활용해야 할 것이며, 교사교육 프로그램 개발을 위한 유아교육의 기초 자료를 제공할 것으로 기대된다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effect of mother’s emotion expressiveness and children’s emotion regulation skill in children’s peer competence. The research questions of this study were the following: (1) What is the general extent of mother’s emotion expressiveness, children’s emotion regulation skill, and children’s peer competence? (2) What is the difference in mother’s emotion expressiveness, children’s emotion regulation skill, and children’s peer competence according to the demographic variables? (3) Is there any
significant relationship between mother’s emotion expressiveness, children’s emotion regulation skill and children’s peer competence? (4) Is there any significant effect of mother’s emotion expressiveness and
children’s emotion regulation skill in children’s peer competence?
Subjects participated in this study were 254 children’s mother aged 3~5 and their teachers of two kindergartens located in Seoul city. Mother’s emotion expressiveness was measured by using Self-Expressiveness in the Family Questionnaire translated and modified by Han (2005). Teachers were rated children’s emotion regulation skill scale which had two sub-scales of self regulation skill
and other friend regulation skill modified by Shin (2005). Teachers were also rated children’s peer competence scale which had three sub-scales of sociability, prosociality, ignitability developed by Park
and Lee (2001).
Main results of this study were follows. First, mean score of mother’s positive emotion expressiveness was higher than mean score of mother’s negative emotion expressiveness. Mean score of children’s
regulation skill of other friend’s emotion was higher mean score of children’s self emotion regulation skill. Second, girl’s mean score of emotion regulation skill was higher than boy’s mean score of emotion regulation skill. According to children’s age, older children’s mean
score was higher than younger children’s mean score in emotion regulation skill as well as peer competence. Third, according to mother’s demographic variables, young mothers used more negative emotion expressiveness than old mothers did. Children who had young
mothers higher score in peer competence than children who had old mothers. Fourth, there was statistically positive relationship between children’s emotion regulation skill and children’s peer competence. There was statistically positive relationship between mother’s positive
emotion expressiveness and children’s higher emotion regulation skill. Fifth, according to the results of a multiple regression analysis, children’s self regulation skill and children’s other friend’s emotion
regulation skill had a significant effect on children’s peer competence. Based on these results of this study, teachers in kindergarten can provide a variety of programs in order to promote peer competence for children to learn self emotion regulation skill as well as other friends’ emotion regulation skill.

목차 (Table of Contents)

• Ⅰ. 서 론 ······································································································ 1
• 1. 연구의 필요성 및 목적················································································· 1
• 2. 연구 문제 ·································································································· 6
• 3. 용어의 정의································································································7
• 1) 어머니의 정서표현 ···············································································7
• 2) 정서조절 능력·······················································································7
• 3) 또래유능성 ·····························································································7
• Ⅱ. 이론적 배경 ··································································································· 8
• 1. 또래 유능성 ································································································· 8
• 1) 또래유능성의 개념 ·················································································· 8
• 2) 또래유능성의 하위 요인··········································································· 9
• 2. 유아의 정서조절 능력··············································································· 12
• 1) 정서조절 능력의 개념 ········································································· 12
• 2) 유아의 정서조절 능력과 또래 유능성과의 관계································· 13
• 3. 어머니의 정서표현성 ················································································· 15
• 1) 정서표현성의 개념 ················································································ 15
• 2) 어머니의 정서표현과 또래 유능성간의 관계 ······································· 16
• 4. 유아의 또래유능성에 미치는 요인 ··························································· 17
• Ⅲ. 연구방법······································································································ 20
• 1. 연구대상 ····································································································· 20
• 2. 연구도구 ····································································································· 22
• 1) 어머니의 정서표현성··············································································· 22
• 2) 유아의 정서조절 능력············································································· 23
• 3. 연구절차 ····································································································· 25
• 1) 예비조사································································································· 25
• 2) 본 조사·································································································· 25
• 4. 자료분석 ····································································································· 25
• Ⅳ. 결과 및 해석 ······························································································· 26
• 1. 어머니의 정서표현성, 유아의 정서조절 능력과 유아의 또래유능성에
• 대한 일반적 경향 ·················································································· 26
• 2. 유아, 어머니, 교사의 배경변인에 따른 어머니의 정서표현성, 유아의
• 정서조절 능력과 유아의 또래유능성에 따른 차이 분석 ······················ 27
• 1) 유아의 성별에 따른 주요 연구변인들의 차이··································· 27
• 2) 유아의 연령에 따른 주요 연구변인들의 차이··································· 29
• 3) 어머니의 학력에 따른 주요 연구변인들의 차이································ 30
• 4) 어머니의 연령에 따른 주요 연구변인들의 차이································ 31
• 5) 가정소득에 따른 주요 연구변인들의 차이········································· 33
• 6) 교사의 학력 따른 주요 연구변인들의 차이······································· 35
• 3. 어머니의 정서표현성, 유아의 정서조절 능력과 유아의 또래유능성간의
• 상관관계 분석 ························································································· 37
• 4. 어머니의 정서표현성과 유아의 정서조절 능력이 유아의 또래유능성에
• 미치는 영향력 분석 ················································································ 39
• Ⅴ. 논의 및 결론 ····························································································· 41
• 1. 논의 및 결론 ····························································································· 41
• 2. 제언 ·········································································································· 47
• 참 고 문 헌 ······································································································· 49
• Abstract ············································································································· 55
• 부 록 ······································································································· 57