보육교사의 생활만족에 대한 조직풍토, 자아존중감, 직무스트레스의 영향

권연희(Kwon, Yeon-Hee) 한국영유아보육학회 2013 한국영유아보육학 Vol.0 No.74

본 연구는 어린이집의 조직풍토, 자아존중감 및 직무스트레스가 보육교사의 생활만족에 어떠한 방식으로 영향을 미치는지를 살펴보고자 하였다. 이를 위해 보육교사 276명을 대상으로 질문지 조사를 실시하였으며, 수집된 자료는 적률상관분석 및 위계적 회귀분석을 통해 분석되었다. 연구결과 첫째, 보육교사의 생활만족과 인간지향적 및 관료지향적 조직풍토, 자아존중감, 직무스트레스는 유의한 상관관계를 보였다. 둘째, 인간지향적 및 관료지향적 조직풍토가 생활만족에 미치는 영향은 직무스트레스에 의해 매개되었다. 셋째, 보육교사의 자아존중감이 생활만족에 미치는 영향은 직무스트레스 수준에 따라 다르게 나타났다. 구체적으로 보육교사의 자아존중감이 높을수록 생활만족이 높지만, 이는 직무스트레스 수준이 낮은 경우에만 유의하였다. This study examined the childcare teacher"s life satisfaction in relations to organizational climate, self-esteem, and job stress. The subjects were 276 childcare teachers. The collected data were analyzed using Pearson"s productive correlation coefficient and hierarchical multiple regressions. Results show a relation between organizational climate, self-esteem, job stress and childcare teacher"s life satisfaction. Hierarchical regression analysis indicated the association between organizational climate and childcare teacher"s life satisfaction was mediated by their job stress. In addition, the interaction of childcare teacher"s self-esteem and job stress predicted their life satisfaction. Childcare teacher"s self-esteem was positively associated with their life satisfaction, especially for who demonstrated low level of job stress.

보육교사의 교수 신념 유형에 따른 보육과정 운영

권연희(Kwon, Yeon Hee),최목화(Choi, Mock Wha),나종혜(Rha, Jong Hay) 한국생활과학회 2011 한국생활과학회지 Vol.20 No.2

아동의 기질, 자녀양육 스트레스와 사회적 유능성의 관계에 대한 어머니 정서 표현 행동의 매개 효과

권연희(Kwon Yeon-Hee) 한국영유아보육학회 2010 한국영유아보육학 Vol.0 No.61

본 연구는 취학 전 아동의 기질과 자녀양육 스트레스 및 모-자 상호작용 시 어머니의 정서 표현 행동이 아동의 사회적 유능성에 어떠한 방식으로 관계되는지를 살펴보고자 하였다. 이를 위하여 서울시 및 경기도 지역의 만 5세 유치반 아동 102명(남아 60명, 여아 42명)과 그들의 어머니 102명을 연구 대상으로 하였다. 연구 결과 아동의 기질 중 부정적 정서성, 자녀양육 스트레스, 모-자 상호작용 시 어머니의 긍정적, 부정적 정서 표현 행동은 각각 아동의 사회적 유능성과 유의한 관계를 나타내었다. 또한 모-자 상호작용 시 어머니의 정서표현 행동은 자녀양육 스트레스와 아동의 사회적 유능성의 관계를 매개하였다. This study focused on the relations of children's temperament, parenting stress, and mothers' emotional behaviors during mother-child interaction on children's social competence. And it explored the mediating effect of mothers' emotional behaviors between parenting stress and children's social competence. One hundred-two children(42 girls, 60 boys) and their mothers were studied. Results showed that children's negative emotionality was negatively related to their social competence. Parenting stress was negatively related to children's social competence. Mothers' emotional behaviors during mother-child interaction were related to children's social competence. Futhermore, mothers' emotional behaviors mediated the effects of parenting stress on children's social competence.

유아의 관계적 및 외현적 공격성에 대한 부정적 정서성, 정서조절, 어머니양육행동의 영향

권연희(Kwon, Yeon Hee) 한국생활과학회 2011 한국생활과학회지 Vol.20 No.5

유아의 문제행동과 또래괴롭힘 피해의 관계에 대한 교사-유아 관계의 조절효과

권연희(Kwon, Yeon Hee) 한국생활과학회 2013 한국생활과학회지 Vol.22 No.3

사회적 지지, 스트레스 대처방식이 보육교사의 직무스트레스에 미치는 영향

권연희(Kwon, Yeon Hee) 한국생활과학회 2010 한국생활과학회지 Vol.19 No.3

유아의 수줍음과 교사-유아 관계 간의 관계에 대한 유아 언어능력의 조절효과

권연희(Yeon-Hee Kwon) 한국보육지원학회 2018 한국보육지원학회지 Vol.14 No.4

Objective: The purpose of the present study was to explore the moderating role of children’s verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children’s shyness was rated by their mothers and teachers, and children’s verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children’s shyness had a negative relation to close teacher-child relationships. And child’s verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child’s shyness and verbal ability predicted close teacher-child relationships. Children’s shyness, those who demonstrated the lowest level of child’s verbal ability, was significantly associated with close teacher-child relationships. Children’s shyness had no significant relation to close teacher-child relationships, especially for the highest level of children’s verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.

유아의 정서조절전략과 유아-교사 관계가 위축행동에 미치는 영향

권연희 ( Yeon Hee Kwon ) 미래유아교육학회 2012 미래유아교육학회지 Vol.19 No.4

This study examined the moderating role of teacher-child relationships on children`s emotional regulation strategies and their social withdrawal. Participants were 198 children (103 boys, 95 girls; aged 4-5 years old) and 18 child care teachers. The teachers completed SCBD (LaFreniere & Dumas, 1996), CCSC (Eisneberg et al., 1993) and STRS (Pianta & Steinberg, 1992) to measure children`s social withdrawal, emotional regulation strategies and teacher-child relationships. The collected data were analyzed using descriptive statistics, Pearson correlations, and hierarchical multiple regressions. Results showed that children`s positive regulation strategy was negatively related to, whereas children`s venting/support seeking strategy and avoidance/non-responsive strategy had positive relation to their social withdrawal. The teacher-child relationships significantly related to children`s social withdrawal. Hierarchical regression analysis indicated that the interaction of children`s venting/support seeking strategy and teacher-child relationships predicted children`s social withdrawal. Children`s venting/ support seeking strategy was associated with social withdrawal, especially for children with the highest level of conflictual teacher-child relationship and the lowest level of close teacher-child relationship. In conclusion, the effect of children`s emotional regulation strategy on social withdrawal was moderated by teacher-child relationships. Findings are discussed in terms of the importance of teacher-child relationships in the context of intervention planning for withdrawn children.

아동의 사회적 유능성에 영향을 미치는 정서성, 대인간 문제 해결 전략 및 어머니 행동

권연희(Yeon Hee Kwon),박경자(Kyung Ja Park) 한국아동학회 2003 아동학회지 Vol.24 No.3

This study examined effects of children`s emotionality, interpersonal problem solving strategies, and maternal behaviors during mother-child interaction on children`s social competence as rated by teachers. Data were analyzed separately for boys and girls. A total of 102 children(60 boys, 42 girls; aged 5-6) and their mothers were studied. Children`s positive and negative emotionality were related to their social competence. Positive solving strategies were positively related to boy`s social competence; negative solving strategies had negative to both boy`s and girl`s social competence. Mother`s negative affect related negatively to boy`s social competence and mother`s sensitivity/ guidance related positively to girl`s social competence. When children`s emotionality and interpersonal problem solving strategies were controlled, maternal behaviors during mother-child interaction did not contribute to children`s social competence,

유아의 수줍음 및 어머니의 완벽주의와 또래괴롭힘 피해 간 관계에 대한 거부적 양육행동의 중재 및 매개효과

권연희(Kwon, Yeon-Hee) 한국열린유아교육학회 2013 열린유아교육연구 Vol.18 No.3

본 연구는 취학 전 유아를 대상으로 또래괴롭힘 피해와 관련된 개인 내 및 대인간 요인을 이해하기 위하여, 유아의 수줍음 및 어머니의 완벽주의 성향과 거부적 양육행동이 이들의 또래괴롭힘 피해에 어떠한 방식으로 영향을 미치는지 알아보고자 하였다. 구체적으로 유아의 수줍음이 또래괴롭힘의 피해에 미치는 영향을 어머니의 거부적 양육행동이 중재하는지, 어머니의 완벽주의는 거부적 양육행동을 통해 또래괴롭힘 피해에 영향을 미치는지 살펴보았다. 이를 위하여 유치반 유아 200명(남아 97명, 여아 103명)과 그들의 어머니를 대상으로 하였다. 연구 결과, 유아의 수줍음, 어머니의 완벽주의 성향 중 실수 또는 실패에 대한 두려움과 관련된 완벽성, 거부적 양육행동은 유아의 또래괴롭힘 피해와 유의한 상관관계를 보여주었다. 다음으로 유아의 또래괴롭힘 피해에 대하여 수줍음과 거부적 양육행동의 상호작용효과가 유의하게 나타나, 유아의 수줍음이 높을수록 또래괴롭힘 피해의 가능성이 높아지지만 이는 어머니의 거부적 양육행동 수준이 높은 경우에만 유의하였다. 마지막으로 어머니의 완벽주의 성향이 또래괴롭힘 피해에 미치는 영향은 어머니의 거부적 양육행동에 의해 매개되었다. This study investigated the relations among child"s shyness, mother"s perfectionism and rejective parenting in predicting child"s peer victimization during their year in kindergarten. Participants were 200 children(97 boys, 103 girls) and their mothers. The teachers completed the rating scale to measure the child"s peer victimization. Child"s shyness, mother"s perfectionism and rejective parenting were assessed by a mother-reported questionnaire. The collected data was analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Results showed that a child"s shyness was positively related to their peer victimization. A mother"s perfectionism was related to concerns over mistakes or failures, and rejective parenting had a positive relation to child"s peer victimization. Hierarchical regression analysis indicated that the interaction of a child"s shyness and a mother"s rejective parenting predicted the child"s peer victimization. The shyness of child, mother demonstrated a higher level of rejective parenting, was associated significantly with peer victimization. In addition, the association between a mother"s perfectionism and a child"s peer victimization was mediated by the mother"s rejective parenting.