미시적 언어 정책 측면에서 본 유아 영어교육에 대한 인식과 방법

신나나(Nana Shin),이문우(Mun Woo Lee) 한국영어학회 2024 영어학 Vol.24 No.-

This study addressed two research questions related to the perceptions and practice of early childhood English education at home among mothers aged 20–35 years who had experienced the 7th curriculum and were raising children younger than six years. A survey of 127 people was conducted, followed by five interviews with four selected participants. The mothers hoped that their infant children would be exposed to English early in life and thus would naturally acquire the language; this hope was related to the mothers’ difficulty in speaking English, despite having received education in English for many years. In terms of practice, 80 of the 127 participants (63%) had provided English education to their children. The mothers had used various types of educational media, including television or radio, textbooks, teaching aids, fairy tales, video media, and workbooks; they had also used song and hand play to expose their children to English in a way that accounted for children’s short attention spans. However, due to a lack of confidence in their English skills, the mothers also appeared to rely on early childhood educational institutions or private education. This study emphasizes the role of macro language policy and planning in line with micro language policy and planning for English education in early childhood.

청소년의 자아개념에 대한 부모-자녀관계와 학교생활 적응간의 상호작용 효과

신나나(Shin Nana),도현심(Doh Hyun Sim) 가정과삶의질학회 2000 가정과삶의질연구 Vol.18 No.3

모-자녀간 상호작용 시 어머니의 양육행동과 유아의 순응/불순응 행동 간의 상호적 관계

신나나(Nana Shin),박보경(Bokyung Park),김소영(Soyoung Kim),도현심(Hyunsim Doh) 한국아동학회 2015 아동학회지 Vol.36 No.5

This study examined short-term longitudinal reciprocal relationships between maternal parenting behavior and preschoolers’ compliance/noncompliance, as well as stability in both maternal parenting behavior and preschoolers’ compliance/noncompliance over time. The sample which was used for this study was taken from a two-wave (one year apart) longitudinal study of preschool aged children and their mothers (N = 53 dyads). At both times, mothers and their children were invited to a laboratory and engaged in 25 minutes of play involving three episodes of mother-child interaction. Maternal parenting behavior and preschoolers’ compliance/noncompliance during play were coded using the Dyadic Parent-Child Interaction Coding System-III (DPICS-III). Maternal codes included positive, neutral, and negative parenting behaviors and child codes were comprised of compliance and noncompliance. The results revealed that during the play session, maternal neutral and negative parenting behavior and preschoolers’ compliance were stable over time. In addition, T1 maternalThis study examined short-term longitudinal reciprocal relationships between maternal parenting behavior and preschoolers’ compliance/noncompliance, as well as stability in both maternal parenting behavior and preschoolers’ compliance/noncompliance over time. The sample which was used for this study was taken from a two-wave (one year apart) longitudinal study of preschool aged children and their mothers (N = 53 dyads). At both times, mothers and their children were invited to a laboratory and engaged in 25 minutes of play involving three episodes of mother-child interaction. Maternal parenting behavior and preschoolers’ compliance/noncompliance during play were coded using the Dyadic Parent-Child Interaction Coding System-III (DPICS-III). Maternal codes included positive, neutral, and negative parenting behaviors and child codes were comprised of compliance and noncompliance. The results revealed that during the play session, maternal neutral and negative parenting behavior and preschoolers’ compliance were stable over time. In addition, T1 maternalnegative parenting behavior was significantly related to T2 child compliance/noncompliance. However, T1 child compliance/noncompliance were not significantly associated with T2 maternal parenting behavior. These findings suggest that during the preschool period, there are unidirectional effects from mothers to children.

유아기 수면문제, 실행기능 및 사회적 행동 간의 관계

신나나(Nana Shin),박보경(Bokyung Park),김민주(Minjoo Kim),윤기봉(Kibong Yun),윤선영(Sun-Young Yoon) 한국아동학회 2017 아동학회지 Vol.38 No.3

Objective: This study examined the relationships among sleep problems, executive function and social behavior during the preschool period. In addition, the mediating role of executive function between sleep problems and social behavior was investigated. Methods: A total of 304 preschool children participated in this study. The data were collected through maternal reports. Results: First, preschoolers’ sleep problems were found to be significantly related to overt aggression and prosocial behavior. Second, preschoolers with sleep problems displayed lower levels of executive function. Third, preschoolers’ executive function was significantly associated with social behavior. Lastly, preschoolers’ executive function fully mediated the relationship between sleep problems and overt aggression, and between sleep problems and prosocial behavior. That is, preschoolers’ sleep problems had effects on overt aggression and prosocial behavior, only through the effects on executive function. Conclusion: This study contributes to the sleep literature by examining the role of executive function and emphasizes the importance of forming a healthy sleep habit during the preschool period.

Mothers' and Teachers' Autonomy Support in Relation to Children's Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

이보미,신나나,Lee, Bomi,Shin, Nana The Korean Home Economics Association 2021 Human Ecology Research(HER) Vol.59 No.4

This study investigated the association between children's perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers' and teachers' autonomy support, children's self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers' autonomy support had a direct effect on children's academic procrastination, teachers' support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers' and teachers' autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children's feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

어머니의 자율성 지지가 유아의 정서적 유능성과 사회적 유능성에 미치는 영향

문지현(Jihyun Moon),신나나(Nana Shin) 한국아동학회 2017 아동학회지 Vol.38 No.6

Objective: The purpose of this study was to examine the relationships among maternal autonomy support, preschoolers’ executive function, and preschoolers’ emotional and social competence. In addition, the mediating role of preschoolers’ executive function between maternal autonomy support and preschoolers’ emotional and social competence was investigated. Methods: A total of 245 preschoolers (130 boys and 115 girls) and their mothers participated in this study. Data were collected through maternal reports. Results: First, maternal autonomy support was significantly related to preschoolers’ emotional and social competence. Second, maternal autonomy support was significantly related to preschoolers’ executive function. Third, preschoolers’ executive function was significantly related to emotional and social competence. Fourth, preschoolers’ executive function partially mediated the relationship between maternal autonomy support and preschoolers’ emotional and social competence. Conclusion: These results highlight the importance of executive function in attaining emotional and social competence during the preschool period.

과거회상대화 시 어머니의 대화유형 및 대화내용이 유아의 친사회적 행동에 미치는 영향: 유아의 도덕적 판단의 매개적 역할

김소영(Soyoung Kim),신나나(Nana Shin) 한국아동학회 2019 아동학회지 Vol.40 No.3

Objectives: The main purpose of this study was to examine the effects of maternal discourse style and content during memory talk on preschoolers’ prosocial behavior. In addition, the mediating role of preschoolers’ moral judgement was investigated. Methods: Seventy-two preschoolers (4, 5 years) and their mothers participated in a videotaped laboratory procedure. During the laboratory visit, the mothers and the preschoolers talked about three shared past events (i.e., a happy event, an event involving good behavior, and an event involving bad behavior). The preschoolers’ prosocial behavior was evaluated by their mothers. They were also individually interviewed to determine their levels of moral judgement. Data were analyzed by descriptive statistics, correlations, and simple and multiple regressions. Results: Maternal elaboration was significantly related to preschoolers’ moral judgement and prosocial behavior. With respect to maternal discourse content, maternal cognitive state terms were significantly related to the preschoolers’ moral judgement and prosocial behavior. The preschoolers’ moral judgement had a mediating effect on the relationship between maternal elaboration and the preschoolers’ prosocial behavior. In addition, the preschoolers’ moral judgement had a mediating effect on the relationship between maternal cognitive mental state terms and the preschoolers’ prosocial behavior. Conclusion: Maternal elaboration and cognitive state terms played important roles in the preschoolers’ moral judgement and prosocial behavior. These findings can be used as basic sources in developing intervention programs for preschoolers who lack age-appropriate prosocial skills.

어머니의 상위정서가 유아의 내면화 문제행동에 미치는 영향: 유아의 부정적 정서에 대한 어머니의 반응 및 유아의 의도적 통제의 매개효과

김민주 ( Kim Min Ju ),신나나 ( Shin Nana ) 열린부모교육학회 2019 열린부모교육연구 Vol.11 No.2

본 연구는 어머니의 상위정서가 유아의 내면화 문제행동에 미치는 영향이 유아의 부정적 정서에 대한 어머니의 반응과 유아의 의도적 통제를 통해 매개되는지 살펴보았다. 이를 위해 만 4, 5세 유아(남아: 156명, 여아: 159명)를 자녀로 둔 어머니 315명을 대상으로 질문지법을 통해 자료를 수집하였다. 수집된 자료는 t 검정, 상관관계분석, 다중 매개모형을 통해 분석하였다. 본 연구의 주요 결과를 요약하면 다음과 같다. 첫째, 어머니의 상위정서가 유아의 내면화 문제행동에 미치는 직접적인 영향은 유의하지 않았다. 둘째, 어머니의 상위정서가 유아의 내면화 문제행동에 미치는 영향에서 유아의 부정적 정서에 대한 어머니의 비지지적 반응의 매개효과는 유의하였지만, 지지적 반응의 매개효과는 유의하지 않았다. 셋째, 어머니의 상위정서가 유아의 내면화 문제행동에 미치는 영향을 유아의 의도적 통제가 매개하였다. 마지막으로, 어머니의 상위정서가 유아의 내면화 문제행동에 미치는 영향은 유아의 부정적 정서에 대한 어머니의 반응과 유아의 의도적 통제에 의해 순차적으로 매개되었다. 본 연구의 결과는 유아기 내면화 문제행동에 대한 조기 개입 및 중재와 관련한 기초자료로 활용될 수 있으며, 유아의 정서에 대한 어머니의 신념, 태도 및 가치관을 성찰하고 긍정적인 상위정서를 도모하는 부모교육 프로그램 개발에 도움이 될 수 있다는 점에서 의의가 있다. The purpose of this study was to examine a direct effect of maternal meta-emotion on internalizing problem behavior and indirect effects through maternal reactions to preschoolers’ negative emotions and preschoolers’ effortful control. A total of 315 mothers whose children were 4 to 5 years old age participated in this study. Data were analyzed using t-test, correlations, and serial multiple mediator model. First, maternal meta- emotion did not have a direct effect on preschoolers’ internalizing problem behavior. Second, maternal meta-emotion had an indirect effects on preschoolers’ internalizing problem behavior through maternal non-supportive reaction to preschoolers’ negative emotions. However, a mediating effect of maternal supportive reaction was not significant. Third, maternal meta-emotion had an indirect effects on preschoolers’ internalizing problem behavior through preschoolers’ effortful control. Lastly, maternal meta-emotion had indirect effects on preschoolers’ internalizing problem behavior through maternal reaction to preschoolers’ negative emotions and preschoolers’ effortful control. These findings can be used as a basic source that can prevent and intervene preschoolers’ internalizing problem behavior and provide data for developing parent education program.

유아의 창의적 행동특성에 물리적, 심리적 가정환경이 미치는 영향: 유아의 내적 동기와 외적 동기의 매개효과

임미나(Mina Im),신나나(Nana Shin) 인지발달중재학회 2020 인지발달중재학회지 Vol.11 No.4

연구목적: 본 연구는 물리적, 심리적 가정환경이 유아의 창의적 행동특성에 미치는 직접적 영향과 유아의 내적 동기와 외적 동기를 통한 간접적 영향을 살펴보는 것을 주 목적으로 하였다. 연구방법: 만 4~6세 유아 301명을 대상으로 연구를 수행하였으며, 어머니 보고를 통해 자료를 수집하였다. 구조방정식 모형을 설정하여 변인 간의 구조적 관계를 분석하였으며, 부트스트래핑 방법을 통하여 간접효과의 유의성을 검정하였다. 연구결과: 주요 결과를 요약하면, 가정환경 중 심리적 가정환경이 유아의 창의적 행동특성에 미치는 직접적 영향이 유의하였다. 즉, 심리적으로 지지적인 가정환경일수록 유아가 창의적 행동특성을 더 보였다. 둘째, 물리적, 심리적 가정환경이 유아의 내적 동기를 통해 창의적 행동특성에 미치는 간접적 영향이 유의하였다. 즉, 가정환경이 물리적, 심리적으로 지지적일수록 유아가 높은 내적 동기를 가지고, 내적 동기가 높을수록 창의적 행동특성이 높게 나타났다. 반면 유아의 외적 동기는 창의적 행동특성에 영향을 미치지 않아 매개변인으로 작용하지 않았다. 결론: 본 연구는 가정환경이 유아의 동기를 통해 창의적 행동특성에 미치는 영향을 살펴보았으며, 이를 통해 유아기 자녀의 창의성 증진을 위한 가정환경 조성의 중요성을 강조하였다. Objective: This study primarily aimed to explore the direct and indirect effects of physical and psychological home environments through preschoolers’ intrinsic and extrinsic motivation in creative behavioral characteristics. Methods: A total of 301 (119 boys and 182 girls) children aged 4 to 6 years constituted the study subjects. All the questionnaires, including those on the home environment, children’s motivation, and creative behavioral characteristics, were completed by mothers. Data were analyzed using a structural equation model, and a bootstrapping method was used to test the statistical significance of mediation. Results: First, the psychological home environment had a direct effect on children’s creative behavioral characteristics. Second, both physical and psychological home environments had significant indirect effects on children’s creative behavioral characteristics through intrinsic motivation. Finally, extrinsic motivation did not mediate the relations between the home environment and the preschoolers’ creative behavioral characteristics. Conclusion: The results of this study suggest that the home environment plays a critical role in predicting children’s creativity, indicating the importance of fostering a supportive home environment.

어머니와 교사의 자율성 지지가 아동의 학업지연행동에 미치는 영향: 자기조절학습 효능감의 매개적 역할

이보미 ( Bomi Lee ),신나나 ( Nana Shin ) 대한가정학회 2021 Human Ecology Research(HER) Vol.59 No.4

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.