유아의 정서지능 및 친사회적 행동에 따른 인기도

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the influence of young children's Emotional Intelligence and Pro-social Behavior on the popularity in classroom.
The specific research questions of this study are given as follows;
1.Are there differences in popularity according to children's Emotional Intelligence?
1-1.The children who get high scores on a self-recognition ability test might be popular in classroom.
1-2.The children who get high scores on a self-control ability test might be popular in classroom.
1-3.The children who get high scores on a other's-recognition ability test might be popular in classroom.
1-4.The children who get high scores on a other's-control ability test might be popular in classroom.
2.Are there differences in popularity according to children's Pro- social Behavior?
2-1. The children who get high scores on Pro-social Behavior ability test might be popular in classroom.
In order to answer these questions, the subjects were 201 five-year-old children in 7 classrooms located in Seoul and Kyonggi-do. Using popularity measurement evaluated by Moreno(1934), at the top of 30% in each classroom which is 70 children received positive supports and at the top of the 30% in each classroom which is 52 children received negative supports. The Emotional Intelligence test and the Pro-social Behavior test were administered to the children. The collected data analyzed with t-test SPSS program was applied for the statistical processing.
The conclusions of this thesis are as followed:
First, there were statistically significant differences in the popularity depending on children's Emotional Intelligence. The scores of Emotional Intelligence ability test of popular children were higher than ones of
rejected children. Out of the possible 35 points in the Self-recognition ability test, popular children received 29.34 points and ones of rejected children received 25.58 points.
Out of the possible points in the Self-control ability test, popular children received 30.54 points and ones of rejected children received 22.54 points. Out of the possible 35 points in the Other's-recognition ability test, popular children received 28.91 points and ones of rejected children received 22.50 points. Out of the possible 45 points in the Other's-control ability test, popular children received 37.40 points and ones of rejected children received 28.58 points.
Second, there were statistically significant differences in the popularity depending on children's Pro-social Behavior. The scores of the Pro-social Behavior of the popular children were higher than ones of the counterpart. Out of possible 15 points in the pro-social behavior test, popular children received 11.54 points and rejected children received 8.46 points.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구 문제 및 가설 = 3
• C. 용어의 정의 = 4
• D. 연구의 제한점 = 5
• II. 이론적 배경 = 6
• A. 정서지능 = 6
• 1. 정서지능의 개념과 요소 = 6
• 2. 정서지능에 영향을 미치는 변인 = 11
• B. 친사회적 행동 = 14
• 1. 친사회적 행동의 개념과 행동 유형 = 14
• 2. 친사회적 행동에 영향을 미치는 요인 = 18
• C. 인기도와 또래관계 = 21
• 1. 또래관계의 중요성 및 역할 = 21
• 2. 사회성 측정과 인기아의 행동 특성 = 23
• D. 선행 연구 = 27
• III. 연구 방법 및 절차 = 30
• A. 연구대상 = 30
• B. 검사도구 = 30
• C. 연구 절차 = 34
• 1. 예비 검사 = 34
• 2. 본 검사 = 34
• 3. 자료 처리 = 35
• IV. 연구결과 및 해석 = 36
• A. 유아의 정서지능에 따른 인기도 = 36
• B. 유아의 친사회적 행동에 따른 인기도 = 41
• V. 결론 및 제언 = 42
• A. 요약 = 42
• B. 결론 및 논의 = 43
• C. 제언 = 45
• 참고문헌 = 47
• 영문초록 = 53
• 부록 = 56