부모교육을 통한 어머니의 언어통제 유형의 변화가 유아의 정서지능에 미치는 영향 = Effects on Children's Emotional Intelligence by Changing Types of Mothers' Verbal Control after Training Parents

다국어 초록 (Multilingual Abstract)

Based on the previous studies indicating that types of person oriented verbal control used by mothers have a positive effect on the development of children's emotional intelligence during interaction between mothers and children, this study is designed to examine how changes in mothers' verbal control types influence on their children's emotional intelligence after training parents who used imperative and position oriented verbal control types to use person oriented verbal control types.
The study sampled 84 children and their mothers. The children included 34 aged 4(20 boys and 14 girls) and 50 aged 5(24 boys and 26 girls), who enrolled in B and J kindergartens located in Busan.
The study tool to measure mothers' verbal control types was created by Do, Hey-Sook(1996) who referred to Bernstein(1971)'s study, Gumperz(1973)'s study, and other domestic previous studies. After applying to evaluation methods observed by teachers, children's emotional intelligence used "emotional intelligence checklists for 5-year-old children" created by Lee, Byung-Rae(1997).
The study conducted the pre-test of mothers' verbal control types and children's emotional intelligence from March 17th to April 18th, 2003 and then the post-test from May 12th to June 18th, 2003. Training for parents to change their imperative and position oriented verbal control types to person oriented verbal control types was conducted one time for 2 hours at each kindergarten from April 21st to April 25th, 2003. Each home was ordered to intensively use person oriented verbal control types during interaction between mother and children from April 21st to May 9th, 2003.
The study data procedure and analysis used SPSS/PC+ and conducted t-test to see differences in scores of mothers' verbal control types and in scores of sub-factors of children's emotional intelligence. Also the study used counter sample t-test to see score differences between the pre and post test of mothers' verbal control types and children's emotional intelligence.
The study results are as follows :
First, there didn't appear any significant difference in children's emotional intelligence tests according to mothers' verbal control types.
Second, after providing education about person oriented verbal control types for mothers and asking interaction between mothers and children for a certain period, the scores of children's emotional intelligence tests significantly increased(p<.01). The ability of emotional intelligence sub-factors significantly increased.
Accordingly, the study can conclude as below :
First, mothers' verbal control types themselves don't have any significant effect on children's emotional intelligence when compared with other factors relevant to children's emotion.
Second, mothers' person oriented verbal control types do have a significantly positive effect on children's emotional intelligence when linking with positive emotional factors.
However, the study has limitations and suggests as follows :
First, the study divided mothers' verbal control types through survey responses and there may be a possibility that the study didn't accurately divide the experimental and control groups. Therefore further studies should collect direct verbal data from mothers to divide test and control groups.
Second, the study didn't control environmental factors between the experimental and control groups by verbal control types, which could pollute the effect of pure verbal controls. Therefore further studies should completely control environmental factors between the groups to design a precise test.
Third, as the study results show, it can expect to improve children's positive emotional intelligence during interaction between parents and children or between parents and teachers when connecting verbal control types with positive emotional factors.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 = 3
• 3. 연구가설 = 3
• 4. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 어머니의 언어통제 유형 = 6
• 2. 유아의 정서지능과 관련 변인 = 9
• 3. 어머니의 언어통제 유형과 유아의 정서지능과의 관계 = 13
• Ⅲ. 연구 방법 = 16
• 1. 연구대상 = 16
• 2. 연구도구 = 17
• 3. 연구절차 = 20
• 4. 자료처리 및 분석 = 21
• Ⅳ. 연구결과 = 22
• 1. 【가설 1】의 검증 = 22
• 2. 【가설 2】의 검증 = 25
• Ⅴ. 논의 및 결론 = 30
• 참고문헌 = 34
• Abstract = 39
• 부록 = 42