아동의 정서성 및 자기조절과 사회적 유능감과의 관계 = The relations of children's emotionality self-regulation and social competence

다국어 초록 (Multilingual Abstract)

This study evaluated relations of children's emotionality, self-regulation on social competence. It also investigated the interaction effects of self-regulation and emotionality on social competence.
Two hundred-fifty four children(184 boys, 157 girls: aged 6-8)'s mothers and teachers were studied. Social competence was assessed by modified teacher's questionnaire(ISCS; Pease, Clark, & Crase, 1979). Modified CBQ(Rothbart, 1996), modified CBQ(Rothbart, 1996)were administered to assess respectively children's emotionality and self-regulation. The data were analyzed using percentiles, Pearson's correlation, and three-way ANOVA.
The results of this study are as follows:
First, there was a significant positive correlation between self-regulation and social competence. Reported social competence was high, self-regulation was high.
Second, there was no significant correlation between positive emotionality and social competence.
Third, there was no significant correlation between negative emotionality and social competence.
Forth, Self-regulation and negative emotionality interaction significantly explained children's social competence.
Fifth, Self-regulation and positive emotionality interaction significantly explained children's social competence.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• Ⅱ. 이론적 배경 = 6
• 1. 사회적 유능감 = 6
• 2. 정서성 = 9
• 1) 정서성(emotionality)의 정의 = 9
• 2) 정서성의 선행연구 = 12
• 3. 자기조절(Self-regulation) = 15
• 1) 자기조절의 정의 = 15
• 2) 자기조절의 선행연구 = 18
• 4. 정서성 및 자기조절과 사회적 유능감과의 관계 연구 = 22
• 5. 연구문제 = 25
• Ⅲ. 연구방법 = 26
• 1. 연구 절차 = 26
• 2. 연구 대상 = 27
• 3. 검사 도구 = 31
• 4. 자료 분석 = 34
• Ⅳ. 연구결과 = 35
• 1. 정서성, 자기조절, 사회적 유능감의 평균과 표준편차 = 35
• 2. 아동의 정서성, 자기조절, 사회적 유능감의 상관분석 = 36
• 3. 아동의 정서성과 자기조절에 따른 사회적 유능감에 대한 분산분석 = 37
• Ⅴ. 논의 및 제언 = 42
• 참고문헌 = 49
• 부록 = 61
• ABSTRACT = 72