유아의 학습행동과 자기조절학습능력 및 문제행동간 관련성 연구

김경숙 한국생애학회 2015 생애학회지 Vol.5 No.2

The study investigated relationships of young children's learning behaviors with self-regulated learning competence and problem behaviors. The subjects were 217 young children at age 4, 5 and 6 years. The test instruments administered for this study were Korean version of Preschool Learning Behaviors Scale by McDermott, Leigh, and Perry(2002), Korean version of Checklist of Independent Learning Development 3-5 developed by Whitebread et al.(2009), and Korean version of problem behavior scale in Social Skills Rating System by Gresham and Elliott(1990). The study results are as follows. First, the girls showed more positive learning behaviors than boys. But there were no differences among children at age 4, 5, and 6 years. Second, positive correlations between learning behaviors and self-regulated learning competence while there were negative correlations between learning behaviors and problem behaviors. Third, young children's self-regulated learning competence and problem behaviors were the variables significantly predicting their learning behaviors.

고등학생의 일탈행동 영향요인 분석

윤영미,최명숙 한국아동간호학회 2003 Child Health Nursing Research Vol.9 No.3

Purpose: The purpose of this study is to analyze the factors affecting Deviant Behaviors of Korean High school Students. Method: Data was collected from October 8 to 31, 2002. The subjects for this study were 697 Korean High school Students(boys 347, girls 350), recruited from two High School located in Seoul. Data collection was conducted through the use of 6 Questionnaire that modified by the investigator. The data was analyzed by the SPSS win 10.0 program using Descriptive statistics, Pearson Correlation coefficient and stepwise multiple regression. Result: 1) The mean of total item score the Deviant Behaviors scales was 1.59, which was slightly low. 2) There was a significant correlation between Deviant Behaviors, Type A Personality, Aggression, Impulsivity, Stress and Social Support(γ= .11 ~ .65, p<.001), but It was no significant correlation Type A Personality and Stress(γ= -.01). 3) Stepwise multiple regression analysis showed that (1) Impulsivity, Social Support and Type A Personality were the predictors of Deviant Behaviors and account for 18.6% of the variance in Deviant Behaviors. (2) Impulsivity account for 3.6% of the variance in Deviant Behaviors in Subjects with a lower degree of score the Deviant Behaviors. Impulsivity and Social Support account for 23.2% of the variance in Deviant Behaviors in subjects with higher degree of score the Deviant Behaviors. (3) Impulsivity account for 18.3% of the variance in Deviant Behaviors in High school girls (n=350). Impulsivity and Social Support account for 20.1% of the variance in Deviant Behaviors in High school boys (n=347). Conclusion: Impulsivity and Social Support account for Deviant Behaviors of High school Students. Therefore it is necessary to develop nursing intervention to reduce the level of Impulsivity, to increase the Social Support in order to decrease the Deviant Behaviors.

유아의 친사회적 행동 및 공격적 행동 수준에 따른 타인에 대한 배려 및 정서조절능력의 차이

조정화,김경숙 한국생애학회 2017 생애학회지 Vol.7 No.3

This study investigated differences in caring behaviors and emotional regulation of young children depending on the degree of their pro-sociality and aggression perceived by the peers. A total of 219 children at age 4 and 5 years attending to day care centers participated in the study. Through the interviews with the children, they assessed which peers in same classes present pro-sociality and aggression to others. Based on the results of the interviews, the children were classified into 4 groups depending on the degree of their pro-sociality or aggression toward the peers. Also their teachers rated each child’s caring behaviors and emotional regulation. To identify the differences in caring behaviors and emotional regulation among the 4 groups χ2, One-way ANOVA and post-hoc analyses were administered using SPSS PC+ program. The study results were as follows. First, more boys were perceived by their peers as presenting aggressive behaviors in classrooms than girls. Second, the two highest groups in their pro-sociality scored significantly higher than the other two groups in their caring behaviors. Third, the one highest group in their aggression scored significantly lower than the other three groups in their caring behaviors and emotional regulation. Through the results of the study, we might have implication to increase prosocial behaviors and decrease aggressive behaviors of young children to others through providing educational activities to promote their caring behaviors and emotional regulation.

Children`s Social Behaviors in Relation to the Quality of Teacher-Child Interactions and Teachers` Beliefs

( Hye Yeong Choi ),( Ju Hee Park ),( Hae Young Shin ) 대한가정학회 2010 International Journal of Human Ecology Vol.11 No.1

This study examined how the quality of teacher-child interactions and the teachers` beliefs about their influence on children`s social behaviors were related to children`s social behaviors. The subjects were 206 children at the age of five and 52 of their teachers in 49 daycare centers. Children`s social behaviors were recorded using observational categories. The quality of teacher-child interactions was measured by a rating scale that originated from the OSDCP (Rhee et al., 2003). The results were as follows: 1) Children who experienced high-quality interactions with their teachers showed fewer purposeless solitary behaviors and negative behaviors toward their peers and interacted toward their teachers more frequently than did those who experienced low-quality interactions with their teachers. 2) Children whose teachers believed that they had a great deal of influence on children`s social behaviors displayed fewer purposeless solitary behaviors and more positive behaviors toward peers than did children whose teachers considered their influence less important. 3) After controlling the contributions of children`s gender and teacher`s training experience, the quality of teacher-child interactions and teachers` beliefs explained about 14% of the total variance of children`s purposeless solitary behaviors. In addition, the quality of teacher-child interactions and teachers` beliefs accounted for 6% of the total variance of children`s positive behaviors toward peers. Also, the amount of explanation of the predictive variables accounts for 9% of the total variance of children`s behaviors toward behaviors toward their teachers.

어머니의 양육행동이 걸음마기 아동의 외현화 문제행동에 미치는 영향

박보경(Bokyung Park),김민주(Minjoo Kim),신나나(Nana Shin),윤기봉(Kibong Yun),노지운(Jee Un Noh) 한국아동학회 2019 아동학회지 Vol.40 No.2

Objectives: This study examined the mediating effect of toddlers’ compliance in the relationship between maternal parenting behaviors and externalizing problem behaviors. Methods: A total of 432 mothers of 18- to 36-month-old toddlers responded to questionnaires on three research variables. Data were analyzed using SEM. Results: First, while positive maternal parenting behaviors did not have a direct effect on toddlers’ externalizing problem behaviors, negative maternal parenting behaviors had a direct effect on toddlers’ externalizing problem behaviors. That is, toddlers whose mothers exhibited more negative parenting behaviors showed more externalizing problem behaviors. Second, positive and negative maternal parenting behaviors had indirect effects on toddlers’ externalizing problem behaviors through compliance. In other words, when mothers displayed fewer positive parenting behaviors or more negative parenting behaviors, their toddlers tended to be less compliant, which led to more externalizing problem behaviors. Conclusions: These findings contribute to a better understanding of the mechanism by which maternal parenting behaviors influence toddlers’ externalizing problem behaviors. In addition, this study confirmed that negative maternal parenting behaviors play an important role in the development of noncompliance and externalizing problem behaviors in toddlers.

Managerial Coaching Effect on Organizational Effectiveness: Mediating Roles of Psychological Ownership and Learning Goal Orientation

Hyo-Sung Oh,탁진국 한국유통과학회 2016 유통과학연구 Vol.14 No.5

Purpose – This study was to empirically validate the mediating roles of psychological ownership and learning goal orientation in the relationships of managerial coaching behaviors and organizational citizenship behaviors/creative behaviors of employees. Research design, data, and methodology – A total of 270 employees in the Korean distribution industry were surveyed on-line, and the results were analyzed using confirmatory factor analysis and structural equational modeling. Results – The study confirmed prior research results that managerial coaching behaviors were related positively to employees’ psychological ownership and learning goal orientation, both of which were associated positively with their organizational citizenship behaviors and creative behaviors respectively. It revealed the complete mediating effect of psychological ownership between managerial coaching and organizational citizenship behaviors and that of learning goal orientation between managerial coaching and creative behaviors. Conclusions – Psychological ownership was found to play an important role in the relationship between managerial coaching behaviors and organizational citizenship behaviors. It gives some practical implication regarding the higher turn-over intention rate of the distribution industry, in that promoting psychological ownership through managerial coaching behaviors could reduce the turn-over intention rate.

수혜자 특징과 행위자의 이미지 향상동기가 동료 간 도움행동에 미치는 영향

김보영(Bo Young Kim) 한국경영학회 2013 經營學硏究 Vol.42 No.1

Researchers have carried out a substantial number of studies on helping behaviors in various disciplines. In the area of organizational behaviors, employees` helping behaviors have been studies by many researchers. Most of these studies assume that employees will behave in an identical manner toward everyone else. However, in real organizations, employees behave in different manners depending on the partners. The present study investigates the motivational mechanism of employees` helping behaviors in a dyadic relationship by considering their psychological motives for helping, characteristics of recipients as social exchange partners, and interaction effects between these two factors. To explain motivational mechanism of helping behaviors, the present study is based on the motivational approach. The motivational approach assumes that helping behaviors are induced by self-oriented goals or by other-oriented goals. In particular, this study focuses on the self-oriented motivational mechanism. In the selforiented perspective, people help others with instrumental purposes such as enhancing their self-images or getting helping back from recipients in the future. The specific purposes of this study are like these. (1) I examined the effect of actor`s self-enhancement motives as a selforiented motivational orientation on helping behaviors toward a focal coworker. (2) Coworker`s characteristics which the employee perceives affect helping behaviors toward this coworker. This phenomenon can be explained by self-oriented perspective. This study suggests coworker`s characteristics as determinants of helping behaviors. By the self-oriented perspective, recipient` characteristics which are related to expectation of future rewards- ability, quality of leader-member exchange (LMX), and popularity- might affect helping behaviors. I examined the effects of these three coworker`s characteristics (ability, LMX, &popularity) on help-giving behaviors toward this coworker. (3) previous studies suggest that each motivational orientation drives people to focus their information searching and processing on different kinds of attributes. Based on this argument, the present study proposes the interaction effects between self-oriented motives and recipient`s characteristics which are related to the expectation of future rewards on helping behaviors. Data were collected using questionnaires distributed to employees and their coworkers who were working in large companies located in South Korea. A total of 148 employee-coworker dyads were used for statistical analysis. Help giver` motives and recipient` characteristics were rated by actor (help giver). Helping behaviors toward focal coworker were rated by both actor and recipient. These dependent variables rated by two sources are reported in the result. Results of this study provide several important theoretical and practical implications. First, main effect of self-enhancement motives was significant. Second, main effects of recipients` ability and popularity on helping behaviors were significant. Based on this finding, the current study suggests that receiver`s characteristics have to be considered to understand why employee helps particular coworker in the dyadic coworker relationship. Third, selfenhancement motives moderated the relationship between recipient`s characteristics and helping behaviors. Results of interaction patterns between self-enhancement motives and recipient`s characteristics are more complicated than what the hypothesis expected. Interaction patterns are different depending on recipient`s characteristics even if employee has identical selfenhancement motives. This finding means that people who have self-oriented motives might more complicatedly calculate benefit and loss from helping coworker who has specific characteristics. Findings of the current study provide guidelines to enhance helping behaviors of employees with special motivational orientations by working with coworkers who

사회적 대인관계 행동 예측요인에 관한 연구 : 서비스 기업을 중심으로

김정진 한국경영컨설팅학회 2018 경영컨설팅연구 Vol.18 No.1

This study considers two antecedents of social interpersonal behaviors. First, social settings which are social supports and social networks, defined as the interventions by which individuals can take advantages for their development or advancement. These social supports and networks can motivate social behaviors. Second, this study argues personal traits of self-efficacy level can motivate to employ social behaviors. Also, this study illuminates gender-differentiated predicting factors affecting social interpersonal behaviors in Korean service industry. For data collecting, 236 female and 255 male employees in Korean finance service corporations were surveyed. From the results, social support and social networks have positive effects on social interpersonal behaviors of both male and female employees. Second, self-efficacy levels have positive effects on social interpersonal behaviors of both male and female employees. In previous study, interpersonal influence has been examined as self-presentation, political skills, and influence tactics. In particular, an individual’s interpersonal behaviors, defined as "behaviors to effectively understand others, and to use such knowledge to influence others to act in ways that enhance one's personal objectives (Ferris et al., 2007: 291)”. Ferris et al. (2007) suggested various patterns of individual’s interpersonal behaviors in terms of social astuteness, interpersonal influence, networking ability and apparent sincerity and identified its dispositional and personal ability antecedents. Higgins et al. (2003) assumed that individuals in a certain organization are not differentiated by demographic or socioeconomic characteristics, These previous studies focused on the choice of individual’s social interpersonal behavior is deterministic, that is, they expected individuals in the same contextual settings to show the same behavior. However, by challenging these assumptions, this study may have a different understanding of individual’s interpersonal behaviors, arguing how male and females construct social interpersonal behaviors at their service organizations. 본 연구는 국내 서비스 기업에서 근무하는 구성원들을 대상으로 사회적 대인관계 행동의 선행요인에 관해 살펴보았다. 고객들과 상호작용하는 서비스 기업 구성원들에게 대인관계 변수들이 중요하다는 점에 착안하여, 사회적 대인관계 선행요인으로 사회적 지원과 사회관계망에 초점을 두고 추가적으로 여성 및 남성의 성별 차이를 구분하여 사회적 대인관계 행동의 예측변인의 차이점을 살펴보고자 하였다. 이는 국내 기업의 경우 유교주의 문화에서 여성에 대한 선입관 및 성차별 등과 같은 장애요인에 취약하다는 점에 기반하여 여성과 남성 구성원의 성별 차이에 따른 대인관계 행동의 차이에 관해 시사점을 도출하고자 하였다. 이러한 목적을 가지고 본 연구를 위한 자료 수집을 위해 서비스 기업에 종사하는 여성 근로자 236명, 남성 근로자 255명을 대상으로 설문 조사를 실시하였다. 본 연구의 조사결과에 따르면 첫째, 서비스 기업에 종사하는 구성원들의 사회적 대인관계 행동의 선행요인으로 주변 사람들의 사회적 지원과 사회관계망 모두 대인관계 행동에 긍정적인 영향을 주는 것으로 나타나, 주요 대인관계 예측요인임을 확인하였다. 둘째, 구성원들의 자기효능감 수준은 남성과 여성 모두 업무와 관련한 대인관계 행동에 긍정적 영향을 미치는 것으로 나타나 가설이 지지되었다. 다만 추가적인 분석에서 남성이 여성에 비해 자기효능감 수준이 상대적으로 더 주요한 영향을 받는 것으로 나타났다.

부모의 양육행동이 아동의 다문화 수용성에 미치는 영향

설은정,정옥분 한국인간발달학회 2012 人間發達硏究 Vol.19 No.2

The purpose of this study was to investigate multicultural acceptance levels of children as it is influenced by parenting behaviors. The participants were 347 children of 4th to 6th grades in four elementary schools in Seoul, Busan, and Changwon. Reports from the Parental Behavior Inventory (Kim, 2009) was used to assess parenting behaviors. The Multicultural Acceptance Inventory (Kim, 2010) was used to assess the levels of multicultural acceptance on the part of the children tested. Data were analyzed using Cronbach's alpha, frequencies, percentiles, means, standard deviations, t-tests, Pearson's correlations, and standard multiple regression analyses. The major findings were as follows: There was a significant difference in the level of multicultural acceptance according to the child's gender. Parenting behaviors were related to the multicultural acceptance of the children tested. Specifically, parental warm-accepting behaviors were positively associated with their child's level of multicultural acceptance. Parental permissiveness-nonintervention and rejective- restrictive behaviors were negatively associated with their child's level of multicultural acceptance. The combination of the child's gender and parenting behaviors significantly predicted the child's level of multicultural acceptance. The combination of the child's gender and parenting behaviors explained 21% of the variance in the levels of multicultural acceptance. Specifically, the combination of a child's gender and parenting behaviors explained 17% of the variance in multicultural relations. The combination of the child's gender and parenting behaviors explained 17% of the variance in multicultural awareness. The combination of the child's gender and parenting behaviors explained 16% of the variance in multicultural openess. The combination of the child's gender and parenting behaviors explained 15% of the variance in multicultural empathy.

영아의 사회ㆍ정서적 행동이 영아-교사 관계 및 영아의 또래 상호작용에 미치는 영향

김은아,최인숙,박유미 한국교원대학교 교육연구원 2009 敎員敎育 Vol.25 No.1

The purpose of this study was to investigate the relationship of infant-teacher relation and infant's peer interaction infant's in socio-emotional behaviors. The participants of were 339 toddler and infant(12~36month) and 55 teacher in D city. The collected data were analyzed by Pearson's r and multiple regression using the SPSS/PC Computer Program. The major results of this study were as follow : First, there were significant positive relationship between positive behaviors in infant's socio-emotional behaviors and intimacy in infant-teacher relation . But there were positive relation between negative behaviors and conflict and dependence. And positive behaviors was influenced by intimacy and dependence, and externalizing problem behaviors and internalizing problem behaviors predicted conflict and intimacy. Second, there were significant positive relationship between positive in infant's socio-emotional behaviors and express, comply in infant's peer interaction. And positive behaviors were influenced by express and comply, and externalizing problem behaviors and internalizing problem behaviors predicted disrupt and comply. In conclusion, the result of this study confirmed that infant' socio-emotional behaviors are important factor in predicting infant-teacher relationship and infant's peer interaction. 본 연구는 영아(12개월~36개월)의 사회․정서적 행동이 영아-교사와의 관계 및 영아의 또래상호작용에 미치는 영향을 분석해 보고자 하였다. D광역시 어린이집 21곳의 종일제 보육시설에 다니는 12개월~ 36개월의 영아 339명과 그들을 담당하는 보육교사 55명을 대상으로 질문지를 배부하였으며, 수집된 자료는 SPSS 11.0 통계 프로그램을 사용하여 상관계수와 중다회귀 분석을 실시하였다. 연구결과 첫째, 영아의 사회․정서적 행동 중 긍정적 행동은 영아-교사관계 중 친밀관계와는 정적 상관이 나타났으나 갈등 및 의존 관계에서는 부적 상관을 보였다. 부정적 행동은 친밀관계에서는 부적 상관을 나타났으나, 갈등 및 의존 관계에서는 정적 상관을 나타내었다. 친밀관계에서는 긍정적 행동과 내현적 부정적 행동에서, 갈등관계에서는 외현적 부정적 행동과 내현적 부정적 행동에서 의존관계에서는 내현적 부정적 행동과 외현적 부정적 행동에서 통계적으로 의의있는 설명력을 갖는 것으로 나타났다. 둘째, 영아의 사회․정서적 행동과 영아 또래상호작용과의 관계 역시 긍정적 행동과 표현적, 순응적 행동은 정적관계, 방해적 행동에서는 부적 관계가 나타났다. 부정적 행동에서는 표현적, 순응적 행동에서는 부적 상관을 방해적 행동에서는 정적 상관이 나타났다. 표현적 행동에서는 긍정적 행동과 내현적 부정적 행동, 외현적 부정적 행동에서, 순응적 행동에 긍정적 행동과 외현적 부정적 행동에서 방해적 행동에서는 외현적 부정적 행동에서만 통계적으로 의의있는 설명력을 갖는 것으로 나타났다.