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어머니 우울과 유아의 사회적 유능성 간의 관계에서 가족상호작용의 조절효과 연구
정지나(Chung, Jee-Nha) 한국생활과학회 2017 한국생활과학회지 Vol.26 No.4
The purpose of this study was to explore the moderating effect of family functioning on the relations between mothers depression and their childs social competence. The participants were 1,515 mothers with preschoolers from 2014 Korean Children Panel. Date were analyzed using descriptive statistics and analysis, t-test, Pearsons correlation analysis, and multiple regression analysis. The results were as follows: First, mothers depression were negatively correlated with childs social competence and family functioning had positive relations with childs social competence. Second, the effects of mothers depression on boys social competence were moderated by family functioning, and family functioning significantly explained girls social competence. Results of this study indicate that family functioning improvement program should be developed and healthy family support system should be enhanced in order to prevent childs social incompetence.
유아기 자녀를 둔 취업모와 비취업모의 양육스트레스 관련 변인에 관한 연구
정지나(Chung, Jee-Nha) 한국생활과학회 2016 한국생활과학회지 Vol.25 No.6
The purpose of this study was to explore the relationship between mothers parenting stress and their related environmental factors. The participants were 612 employed mothers and 894 unemployed mothers with preschoolers from 2013 Korean Children Panel. Date were analyzed using descriptive statistics, t-test, F-test, Pearsons correlation analysis, and multiple regression analysis. The results were as follows: First, unemployed mothers reported parenting stress higher than employed mothers. Second, there were significant differences in employed mothers parenting stress according to education level, and in unemployed mothers parenting stress according to education level and family income. Third, the significant factors which influence on mothers parenting stress with preschoolers were mothers self-esteem and family functioning. Futhermore, sibling order had influential impact only on employed mothers parenting stress, and public childcare centers sufficiency had influential impact only on unemployed mothers parenting stress. Results of this study indicate that self-esteem improvement program should be developed and various family support system should be enhanced in order to prevent mothers parenting stress with preschoolers.
유아의 인터넷 게임 중독 경향성에 따른 유아의 공격성과 사회적 기술, 어머니의 또래관계 관리전략과 양육행동의 차이
정지나(Chung, Jee-Nha),김지현(Kim, Jihyun) 한국생활과학회 2012 한국생활과학회지 Vol.21 No.6
The purpose of this study was to explore relationships between preschooler’s aggression and social skills, maternal management strategies of peer relations and parenting behaviors and preschooler’s internet-game addictive inclination. Participants included seventy-seven (77) 5 to 6-year-old preschoolers (44 boys, 33 girls) and their mothers. The Aggressive Behavior Scale (Lee & Choi, 2001), the Social Skill Rating Scale (Suh, 2004), the Maternal Parenting Behaviors Scale (Rhu & Lee, 2007) and the Parental Involvement Checklist (Park, 2001) were used in this study. The Internet Game Addiction Scale (Korea Agency for Digital Opportunity and Promotion, 2006) was used to identify higher and lower addictive level of internet-game inclination. Collected data were analyzed by descriptive statistics and t-test. Major findings revealed that preschooler’s social skills, maternal management strategies of peer relations and parenting behaviors showed a predictable correlation to preschooler’s internet-game addictive inclination.
지지적인 학교환경이 아동의 친사회적 행동에 미치는 영향: 아동의 자아존중감과 행복감의 직렬매개 효과
정지나(Jee Nha Chung),손승희(Seung Hee Son) 한국보육지원학회 2020 한국보육지원학회지 Vol.16 No.6
Objective: The study aimed to examine the impact of a supportive school environment on children’s prosocial behavior by investigating the sequential mediating effects of children’s self-esteem and happiness. Methods: Results of the study were obtained by analysing data collected from 633 nine-year-old children in the 10th wave of the Panel Study on Korean Children(2017). The data were analyzed by descriptive statistics, correlation analysis and significance of mediated pathways using SPSS 23.0 and PROCESS macro 3.3. Results: First, children’s self-esteem did not have mediational effects with respect to a supportive school environment and children’s prosocial behavior. Second, children’s happiness had mediational effects with respect to a supportive school environment and children’s prosocial behavior. Lastly, a supportive school environment affects children s self-esteem, which affects children s happiness, thereby promoting children s prosocial behavior. Conclusion/Implications: In order to promote children s prosocial behavior, we should put emphasis on developing a supportive school environment, and increasing children s self-esteem and happiness. It is important that teachers treat children and classmates treat each other with a warm attitude so that they can value themselves and feel happiness in their lives.
유아의 자기조절력과 교사-유아 관계가 유아의 사회적 행동에 미치는 영향
정지나(Chung, Jee-Nha),김경회(Kim, Kyoung-Hoe) 한국생활과학회 2015 한국생활과학회지 Vol.24 No.5
The purpose of this study was to explore the effects of childrens self-regulation and teacher-child relationships on childrens social behaviors. Participants were 239 4- to 5-year-old children(114 boys, 125 girls) and their 23 teachers. The teachers completed rating scales to measure childrens social behaviors and teacher-child relationships. Childrens self-regulation was assessed by a mother reported questionnaire. Data were analyzed using descriptive statistics, Pearsons correlations and stepwise multiple regression analysis. The major results of this study were as follows: First, Childrens social behaviors were partially correlated with childrens self-regulation and teacher-child relationships. Second, The most influential factor by childrens social behaviors was teacher-child relationship. Specially, teacher-child intimacy was the most powerful factor predicting childrens asocial behavior and prosocial behavior. While teacher-child conflict was the most powerful factor influencing childrens aggressive behavior, hyperactive-distractible behavior and anxious-fearful behavior. Findings are discussed in terms of the importance of teacher-child relationships in the context of program development and guidance for maladjusted children.
부부갈등과 유아의 수면문제 간의 관계에서 어머니 우울의 매개효과
정지나(Jee Nha Chung) 한국보육지원학회 2018 한국보육지원학회지 Vol.14 No.5
Objective: The goals of this research were (1)to examine the relationship among parental conflict, mothers depression and preschoolers sleep problems, and (2) to examine the mediating effects of mothers depression between marital conflict and preschoolers sleep problems. Methods: The participants were 1,639 mothers with preschoolers taken from the 5th year Korean Children Panel. Date were analyzed using descriptive statistics, partial correlation analysis, and multiple regression analysis. Results: The results were as follows: First, preschoolers sleep problems were positively related to marital conflicts. Second, preschoolers sleep problems were positively related to mothers depression. Third, marital conflict was positively related to mothers depression. Lastly, mothers depression fully mediated the relationship between marital conflict and preschoolers sleep problems. That is, marital conflict had an effect on preschoolers sleep problem, only through mothers depression. Conclusion/Implications: Based on the results, intervention programs should be developed to prevent preschoolers sleep problems such as marital relationship improvement programs and mothers depression improvement programs.
어머니-유아 상호작용과 유아의 사회적 행동이 유아의 또래수용도에 미치는 영향
정지나(Chung, Jee-Nha) 한국생활과학회 2014 한국생활과학회지 Vol.23 No.3
The purpose of this study was to explore the effects of mother-child interaction and childs social behaviors on childs peer acceptance. Participants were 108 4- to 5-year-old preschoolers(58 boys, 50 girls) and their mothers. Data were analyzed by descriptive statistics, correlation analysis and stepwise multiple regression analysis. The major findings are summarized as follows: (1) mother-child interaction are generally correlated with childs peer acceptance. And childs prosocial behavior was positively correlated with childs peer acceptance, whereas childs aggressive behavior, asocial behavior and hyperactive-distractible behavior were negatively correlated with childs peer acceptance. (2) The most influential factor on childs peer acceptance was childs experience in session, the next influential factor was childs hyperactive-distractible behavior and the last influential factor was asocial behavior.