반려인의 사회적 지지가 주관적 안녕감에 미치는 영향: 반려동물 상호작용의 매개효과를 중심으로

이한나,강원국 학습자중심교과교육학회 2025 학습자중심교과교육연구 Vol.25 No.7

목적 본 연구는 반려인들을 중심으로 사회적 지지를 독립변수, 주관적 안녕감을 종속 변수, 반려동물 상호작용을 매개변수로 설정하여 해당 모형을 설정하고 이들의 관계를 검정하고자 하였다. 방법 연구 목적 달성을 위해 2022년 8월부터 10월까지 온라인과 오프라인 설문조사를 실시하였으며, 데이터 클리어링을 통해 최종적으로 385부의 자료를 확보하였다. SPSS 28.0과 Process Macro 4.3을 사용하여 결측치 제거, 빈도 분석, 기술통계, 상관분석을 수행하였고, 반려동물 상호작용의 매개효과는 Process Macro Model 4와 부트스트래핑을 통해 검증하였다. 결과 본 연구에서는 반려동물 상호작용이 주관적 안녕감(삶의 만족, 긍정 정서, 부정 정서)에 미치는 사회적 지지의 매개효과를 분석하였다. 분석 결과, 반려동물 상호작용은 사회적 지지(가족, 친구, 주요 타인, 반려동물 지지)와 삶의 만족 및 긍정 정서와 정적, 부정정서와는 부적 상관을 보였다. 매개효과 분석에서 가족, 친구, 주요 타인 지지는 반려동물 상호작용을 통해 삶의 만족에 부분적 매개효과를 나타냈고, 반려동물 지지는 직접적 효과는 없지만 반려동물 상호작용을 통해 긍정적 영향을 미쳤다. 반면, 긍정 정서에서는매개효과가 없었으나, 부정 정서에서는 가족 지지와 반려동물 지지가 부정 정서를 완화하는 부분 매개효과를 보였다. 결론 본 연구는 반려동물 지지가 주관적 안녕감에 미치는 영향과 반려동물 상호작용의 매개효과를 검증하였다. 연구 결과, 반려동물지지는 가족, 친구, 주요 타인 지지와 정적 상관이 있으며, 삶의 만족과 긍정 정서에 긍정적 영향을 미치고 부정 정서를 완화하는데 기여했다. 특히, 가족 지지와 반려동물 상호작용이 결합될 때 부정 정서 완화 효과가 극대화되는 것으로 나타났다. 그러나 긍정정서 형성에는 인간관계가 중요한 역할을 하며, 반려동물 상호작용의 매개 효과는 제한적이었다. 이를 바탕으로 반려동물과 성취경험을 쌓는 프로그램 개발, 가족 및 반려동물 지지를 결합한 정서 지원 체계 구축, 반려동물 상호작용을 정서적 지지로 활용하여인간관계 지지를 보완하는 방안을 제안하였다. Objectives This study aimed to examine the relationships among social support (as the independent variable), subjective well-being (as the dependent variable), and pet interaction (as the mediating variable) among pet owners. The model was developed to test these relationships and to investigate the mediating effect of pet interaction. Methods To achieve the research objectives, surveys were conducted both online and offline from August to October 2022, resulting in a final sample of 385 responses after data cleaning. Analyses, including missing data handling, frequency analysis, descriptive statistics, and correlation analysis, were performed using SPSS 28.0 and Process Macro 4.3. The mediating effect of pet interaction was examined using Process Macro Model 4 and bootstrapping. Results The study analyzed the mediating effect of pet interaction on the relationship between social support and subjective well-being (measured by life satisfaction, positive affect, and negative affect). The results showed that pet interaction was positively associated with social support (from family, friends, significant others, and pets themselves) and with life satisfaction and positive affect, and negatively associated with negative affect. In the mediation analysis, family, friends, and significant other support had a partial mediating effect on life satisfaction through pet interaction. Although pet support did not have a direct effect, it had a positive impact on subjective well-being through pet interaction. There was no mediating effect on positive affect, but both family and pet sup port partially mediated the reduction of negative affect through pet interaction. Conclusions This study verified the impact of pet support on subjective well-being and the mediating effect of pet interaction. Findings indicated that pet support is positively correlated with support from family, friends, and significant others, contributing to life satisfaction and positive affect while alleviating negative affect. Notably, the combination of family support and pet interaction maximized the reduction of negative affect. However, close hu man relationships played a more crucial role in fostering positive affect, and the mediating effect of pet interaction was limited in this regard. Based on these findings, the study suggests developing programs that allow for shared achievements with pets, establishing emotional support systems combining family and pet support, and using pet interaction as emotional support to supplement human social support.

2-수준 요인 간 상호작용의 분류와 주 효과의 대표성 계수

임성수 한국자료분석학회 2010 Journal of the Korean Data Analysis Society Vol.12 No.6

A two-factor interaction has two concepts, but there has been a problem that no denotations exist to differentiate these concepts, which are related to the question whether each of the main effects involved in the interaction is meaningful or not. This article suggests, for the case of the two-level factors, how to denote the two concepts of a two-factor interaction and a measure called the coefficient of representativeness of a main effect with respect to each concept of the two-factor interaction. Letting x_1 and x_2 be the factors involved in the interaction, this study denotes with the x_1 by x_2 interaction the interaction that has the meaning of observing and comparing the effects of x_1 at the levels of x_2, denotes with the x_2 by x_1 interaction the interaction that has the meaning of observing and comparing the effects of x_2 at the levels of x_1, and defines the coefficient of representativeness of the main effect of each factor, with respect to the interaction in which that factor is involved, using the coefficients of the main effect and interaction terms in the model fitted to the data. An example illustrates this method using fictitious data in the field of business. 2-요인 상호작용은 두 가지 개념을 가지고 있으나, 이 두 가지 개념을 구별하여 표기하지 않는 문제가 있어 왔다. 이 두 가지 개념은 상호작용에 포함된 요인들 각각의 주 효과가 의미를 갖는가 하는 질문에 연결된다. 본 논문은 2-수준 요인들의 경우에 있어 2-요인 상호작용의 두 가지 개념을 구별하여 표기하는 방법을 제시하고, 상호작용의 각 개념에 관련지어 주 효과의 대표성 계수라는 측도를 제시하였다. 상호작용에 포함되어 있는 두 요인들을 각각 x1과 x2라고 할 때에, 본 연구는 x1의 효과를 x2의 수준별로 관찰하고 비교하는 의미를 갖는 상호작용을 x1 by x2 상호작용이라고 표기하였고, x2의 효과를 x1의 수준별로 관찰하고 비교하는 의미를 갖는 상호작용을 x2 by x1 상호작용이라고 표기하였으며, 각 요인의 주 효과의 대표성 계수를, 그 요인이 포함되어 있는 상호작용에 관련지어, 자료 적합 모형에서의 주 효과 항의 계수와 상호작용 항의 계수를 이용하여 정의하였다. 비즈니스 분야에서의 가상 자료를 이용하여, 이 방법을 예시하였다.

아동의 기질이 또래 상호작용에 미치는 영향에 관한 연구 - 놀이성의 매개효과를 중심으로 -

최인금 한국부모교육학회 2022 부모교육연구 Vol.19 No.3

The purpose of this study is to analyze the effect of children's temperament on peer interaction through playability by using children's playability as parameters and to use the effect as basic data for supporting playability and peer interaction according to children's temperature type in the child care site and child rearing. In order to achieve this research purpose, a survey was conducted from October 15 to December 16, 2021, targeting 157 parents of children aged 4 to 6 in national, private, and home daycare centers. The findings are as follows. First, children's "temperate (sociality, activity, shyness)" had a positive (+) effect on "playfulness (expression of pleasure, physical spontaneity, social spontaneity)." Second, children's "substrate (sociality, activity, shyness)" had a positive (+) effect on "dore interaction (expressive interaction, adaptive interaction)."Third, children's "playfulness (expression of pleasure, physical spontaneity, social spontaneity)" had a positive (+) effect on "diale interaction (expressive interaction, adaptive interaction)." Fourth, children's "playfulness" had a mediating effect in the relationship between "substrate" and "different interaction". The implications of this study are that playability was used as a parameter to analyze the effect of children's temperament on peer interaction through playability, thereby laying the basis for playability and peer interaction according to the child's temperature type in the child care field and child rearing.

유아교사의 직무 스트레스가 유아의 사회성 발달에 미치는 영향에서 교사-유아 상호작용의 매개효과

김윤경,김승희 한국유아교육ㆍ보육복지학회 2023 유아교육·보육복지연구 Vol.27 No.3

The purpose of this study was to investigate the mediated effect of teacher-child interaction on the effects of early childhood teachers’ job stress on young children’s social development. The subjects of this study were 297 early childhood teachers who were teaching 5-year-old children in Gwangju metropolitan city and Jeollanamdo. This study conducted survey research, and the survey data were analyzed using frequency analysis, descriptive statistic analysis, t test, F test, Pearson correlation analysis, and multiple regression analysis. The results of this study were as follows: First, early childhood teachers’ job stress, young children’s social development, and teacher-child interaction were meaningfully different according to teachers’ background variables such as teachers’ work experience, academic ability, marital status, and the number of overtime work. Second, there was negative correlation between early childhood teachers’ job stress and young children’s social development, between early childhood teachers’ job stress and teacher-child interaction. Third, early childhood teachers’ job stress had a significant negative effect on young children’s social development. Fourth, teacher-child interaction had a mediated effect on the effects of early childhood teachers’ job stress on young children’s social development. This indicates that the negative effects of early childhood teachers’ job stress on young children’s social development can be relieved through teacher-child interaction. It is important before everything for teachers to interact with young children effectively for young children’s social development. As a result, it is significant that this study suggests the method to minimize the negative effects of early childhood teachers’ job stress on young children’s social development by verifying the mediated effect of teacher-child interaction.

이러닝 환경에서의 상호작용이 학습효과에 미치는 영향에 관한 메타분석

최은진 ( Eun Jin Choi ),최명숙 ( Myoung Sook Choi ) 한국교육공학회 2016 교육공학연구 Vol.32 No.1

This study examined the impact of different e-learning interactions on learning effect through meta-analysis. In order to identify the effect size between e-learning interactions and the learning effect through e-learning, meta-analysis was conducted collecting papers that have been published over the recent 15 years between 2000 and 2015 as master``s theses, doctoral dissertations, and in academic journals focusing on e-learning interactions and their learning effect as variables in the research. The effect sizes of 102 based on correlation coefficients were collected from 35 papers for final analysis. The interpretation of effect size was done by the method of Cohen(1988). The results were as follows. First, there was a large effect size in the relationship between e-learning interactions and overall learning effect. This indicates that active interactions could increase the learning effect of the learners in e-learning. Second, in the relationship between types of e-learning interactions and learning effect, the learner-content interactions had the largest effect size, followed by learner-system interactions, learner-instructor interactions, and learner-learner interactions. Third, in the relationship between e-learning interactions and subfactors of learning effect, learning satisfaction had the largest effect size, followed by learning flows, learning motivation, self-regulated learning abilities, and learning persistence, and learning achievement showed a moderate effect size. Further research is needed to increase learner-learner interactions in e-learning and cognitive learning effect.

영아교사의 교사효능감이 교사-영아 상호작용에 미치는 영향에서정서조절책략의 매개효과

김래은,장우심 인문사회 21 2022 인문사회 21 Vol.13 No.5

Influence of Teacher Efficacy on Teacher-Infant Interaction of InfantTeacher: Focusing Mediating Effect of Emotion Control StrategyRaeeun Kim & Wooshim Chang Abstract: The purpose of this study was to investigate the mediating effect of emotion regulation strategies in the effect of teacher efficacy on teacher-infant interaction. The subjects of this study were 229 infant teachers working at daycare centers, and tested for teacher efficacy, teacher-infant interaction, and emotional regulation strategies. The collected data were analyzed through correlation analysis, regression analysis, hierarchical multiple regression analysis, and Sobel-test using the SPSS 18.0 program. As a result of the study, first, it was found that there was a significant positive correlation between teacher efficacy, teacher-infant interaction, and emotion regulation strategy. Second, the teacher efficacy significantly explained the teacher-infant interaction and the emotion regulation strategy, and the emotion regulation strategy significantly explained the teacher-infant interaction. In the effect of teacher efficacy on teacher-infant interaction, emotion regulation strategy was found to have a partial mediating effect. As a result of Sobel's test, it was found that emotional regulation strategy had an indirect effect on the effect of teacher efficacy on teacher-infant interaction. In conclusion, it is suggested that the emotion regulation strategy has a partial mediating effect on the teacher-infant interaction as a factor that can supplement the teacher efficacy of the early childhood teacher. Key Words: Infant Teacher, Teacher Efficacy, Teacher-Infant Interaction, Emotion Control Strategy, Mediating Effect 영아교사의 교사효능감이 교사-영아 상호작용에 미치는 영향에서정서조절책략의 매개효과김 래 은*ㆍ장 우 심** 연구 목적: 본 연구의 목적은 영아교사의 교사효능감이 교사-영아 상호작용에 미치는 영향에서 정서조절책략의 매개효과를 검증하고자 하였다. 연구 방법: 연구대상은 대구・부산・경북・경남에 소재한 어린이집에 근무하고 있는 영아교사 229명을 대상으로 교사효능감, 교사-영아 상호작용, 정서조절책략 검사를 실시하였다. 수집된 자료는 상관분석, 회귀분석과 위계적 중다회귀분석, Sobel-test를 통해 분석하였다. 결론 및 제언: 첫째, 교사효능감, 교사-영아 상호작용 및 정서조절책략 간에 모두 유의한 정적 상관을 보이는 것으로 나타났다. 둘째, 영아교사의 교사효능감은 교사-영아 상호작용에 유의한 긍정적인 영향을 미쳤고, 영아교사의 정서조절책략 중 내면행위와 자연행위 책략이 교사-영아 상호작용에 유의한 긍정적인 영향을 미쳤다. 셋째, 영아교사의 교사효능감이 교사-영아 상호작용에 미치는 영향에서 정서조절책략이 부분 매개효과를 보이는 것으로 나타났다. Sobel 검증 결과, 영아교사의 정서조절책략은 교사효능감이 교사-영아 상호작용에 미치는 영향에서 간접효과가 있는 것으로 나타났다. 결론적으로, 정서조절책략은 영아교사의 교사효능감을 보완시킬 수 있는 요인으로 교사-영아 상호작용에 부분 매개효과를 가진다는 것을 시사한다. 핵심어: 영아교사, 교사효능감, 교사-영아 상호작용, 정서조절책략 □ 접수일: 2022년 7월 15일, 수정일: 2022년 9월 25일, 게재확정일: 2022년 10월 20일* 주저자, 유원대학교 사회복지학부 교수(First Author, Professor, U1 Univ., Email: versus486@u1.ac.kr)** 교신저자, 유원대학교 사회복지학부 교수(Corresponding Author, Professor, U1 Univ., Email: cws5501@u1.ac.kr)

유아교사의 공감능력 및 교사-유아 상호작용과 유아 또래놀이 상호작용 간의 구조적 관계 분석

백영숙 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.22

Objectives To set the empathic ability of early childhood teachers, which affects young children's peer play interactions, as an independent variable and teacher-child interaction as a mediating variable, and to analyze the structural relationship between the variables. Methods A survey was conducted targeting 91 early childhood teachers and 343 5-year-old children located in S City, G Province, K City, and J Province to confirm the structural relationship between variables related to children's peer play interaction, and the collected data conducted path analysis using structural equations with PASW 24.0 and AMOS 18.0. Results As a result of confirming the structural relationship according to the research question, first, there is a positive correlation between the independent variable, the early childhood teacher's empathy ability, and the mediating variable, teacher-child interaction, and the independent variable, the early childhood teacher's empathy ability, the mediating variable, teacher-child interaction. Among children's peer play interactions, there was a positive correlation with the dependent variable ‘play interaction’, a negative correlation with ‘play disruption’, and no correlation with ‘play interruption’. Secondly, The influence of this dependent variable on children's peer play interaction was confirmed to have a larger indirect effect than a direct effect when mediated by teacher-infant interaction. In addition, it was confirmed that the early childhood teacher's empathy ability showed only a direct effect on teacher-child interaction, and that the mediating variable, teacher-child interaction, also had a direct effect on the dependent variable, children's peer play interaction. Conclusions Although the early childhood teacher's empathy ability is significant as a variable that affects children's peer play interactions, it can be predicted that teacher-child interaction is a variable that has a more meaningful impact. This suggests that re-education of teacher-infant interaction that can be practically used in the field is necessary to improve the quality of children's peer play interactions.

판타지 드라마 주인공의 초현실적 능력과 몰입

임인재(In Jae Lim),나은영(Eun-Yeong Na),김승현(Seung Hyun Kim) 서울대학교 언론정보연구소 2019 언론정보연구 Vol.56 No.2

본 연구는 판타지 드라마 주인공의 초현실적 능력이 드라마 몰입에 어떤 영향을 미치는지 살펴보고, 그 과정에서 의사사회적 상호작용과 판타지 충족감이 매개효과를 보이는지 분석하였다. 실험 1에서는 드라마 ‘도깨비’에서 주인공의 초현실적 능력이 높은 장면과 낮은 장면을 추출한 뒤 330명을 대상으로 유사 실험 연구를 진행했다. 그 결과, 주인공의 초현실적 능력은 드라마 몰입도에 정적인 영향을 미쳤으며, 그 과정에서 의사사회적 상호작용은 매개효과를 보이지 않았지만 판타지 충족감은 부분적인 매개효과를 보였다. 실험 1의 단점을 보완하고 결론의 일반화 가능성을 높이기 위해 실험 2에서는 ‘도깨비’보다 상대적으로 시청률과 인지도가 낮은 판타지 드라마 ‘별에서 온 그대’, ‘W(더블유)’를 선정해 유사 실험 연구를 진행했다. 각 드라마에서 주인공의 초현실적 능력이 높은 장면과 낮은 장면을 추출해 설문을 실시한 결과(N=320), 집단(고초능력 집단 vs 저초능력 집단)에 따라 드라마 몰입도 차이가 유의미하여, 등장인물의 초현실적 능력이 높을수록 드라마 몰입도가 높아졌다. 의사사회적 상호작용과 판타지 충족감은 각각 부분 매개 효과를 보였다. 초현실적 능력을 보이는 등장인물은 의사사회적 상호작용을 매개로 몰입도에 부정적인 영향을, 판타지 충족감을 매개로 몰입도에 긍정적인 영향을 미쳤다. This study explored the effect of protagonists’ surrealistic power for the immersion in fantasy drama and analyzed the mediation effect of parasocial interaction and fantasy fulfillment. Through the study 1, we extracted several scenes which shows protagonists’ high and low surrealistic power from the soap opera ‘Goblin’ and searched the quasi-experiment study for 330 subjects. It came down to the following conclusions. First, it has shown that protagonists’ surrealistic power effects on the immersion positively and fantasy fulfillment has the mediation effect partially even though parasocial is not related to the mediation effect. In Study 1, considering the fact that there was no difference among the groups(high surrealistic power vs low surrealistic power) due to the high awareness of the participants, in Study 2, we conducted a quasiexperiment study by selecting the fantasy drama ‘My Love from the Star’ and ‘W(W)’, which have a relatively lower viewer ratings than ‘Goblin’. As a result of the surveys (N= 320), we found that the drama immersion difference was significant according to the group(high surrealistic power vs low surrealistic power). The higher the surrealistic power of the drama, the higher the drama immersion. Parasocial interaction and fantasy fulfillment were partially mediated. The characters with surrealistic ability had a negative influence on immersion through mediation of parasocial interaction, and positive influence on immersion through mediation of fantasy fulfillment. 본 연구는 판타지 드라마 주인공의 초현실적 능력이 드라마 몰입에 어떤 영향을 미치는지 살펴보고, 그 과정에서 의사사회적 상호작용과 판타지 충족감이 매개효과를 보이는지 분석하였다. 실험 1에서는 드라마 ‘도깨비’에서 주인공의 초현실적 능력이 높은 장면과 낮은 장면을 추출한 뒤 330명을 대상으로 유사 실험 연구를 진행했다. 그 결과, 주인공의 초현실적 능력은 드라마 몰입도에 정적인 영향을 미쳤으며, 그 과정에서 의사사회적 상호작용은 매개효과를 보이지 않았지만 판타지 충족감은 부분적인 매개효과를 보였다. 실험 1의 단점을 보완하고 결론의 일반화 가능성을 높이기 위해 실험 2에서는 ‘도깨비’보다 상대적으로 시청률과 인지도가 낮은 판타지 드라마 ‘별에서 온 그대’, ‘W(더블유)’를 선정해 유사 실험 연구를 진행했다. 각 드라마에서 주인공의 초현실적 능력이 높은 장면과 낮은 장면을 추출해 설문을 실시한 결과(N=320), 집단(고초능력 집단 vs 저초능력 집단)에 따라 드라마 몰입도 차이가 유의미하여, 등장인물의 초현실적 능력이 높을수록 드라마 몰입도가 높아졌다. 의사사회적 상호작용과 판타지 충족감은 각각 부분 매개 효과를 보였다. 초현실적 능력을 보이는 등장인물은 의사사회적 상호작용을 매개로 몰입도에 부정적인 영향을, 판타지 충족감을 매개로 몰입도에 긍정적인 영향을 미쳤다. This study explored the effect of protagonists’ surrealistic power for the immersion in fantasy drama and analyzed the mediation effect of parasocial interaction and fantasy fulfillment. Through the study 1, we extracted several scenes which shows protagonists’ high and low surrealistic power from the soap opera ‘Goblin’ and searched the quasi-experiment study for 330 subjects. It came down to the following conclusions. First, it has shown that protagonists’ surrealistic power effects on the immersion positively and fantasy fulfillment has the mediation effect partially even though parasocial is not related to the mediation effect. In Study 1, considering the fact that there was no difference among the groups(high surrealistic power vs low surrealistic power) due to the high awareness of the participants, in Study 2, we conducted a quasiexperiment study by selecting the fantasy drama ‘My Love from the Star’ and ‘W(W)’, which have a relatively lower viewer ratings than ‘Goblin’. As a result of the surveys (N= 320), we found that the drama immersion difference was significant according to the group(high surrealistic power vs low surrealistic power). The higher the surrealistic power of the drama, the higher the drama immersion. Parasocial interaction and fantasy fulfillment were partially mediated. The characters with surrealistic ability had a negative influence on immersion through mediation of parasocial interaction, and positive influence on immersion through mediation of fantasy fulfillment.

부분배치법을 활용한 울금 분말 첨가 우유식빵의 관능적 영향 인자 탐색

정경임(Kyong Im Jung),박재하(Jae Ha Park),김미정(Mi Jeong Kim) 한국식품영양과학회 2014 한국식품영양과학회지 Vol.43 No.4

본 연구는 울금 분말을 첨가하여 제조한 우유식빵의 관능적 특성에 영향을 미치는 인자들의 주효과 및 2인자 교호작용 효과를 파악함으로써 울금우유식빵의 관능적 특성을 향상시키기 위한 전략으로 부분배치법을 이용하였다. 관능평가는 울금우유식빵의 외관, 내관 및 향미와 질감에 대하여 실시하였고 평가 패널의 선정은 단맛, 짠맛 및 울금맛에 대한 정확성, 일치성, 일관성이 높은 식품영양학 전공자 6명으로 구성하였다. 관능평가지는 외관, 내관, 향미와 질감에 대해 각각 18, 12, 16개의 세부항목을 평가하고 배점은 35:30:35로 하였다. 울금의 첨가 수준에 따른 관능 특성을 파악한 후 인자별 중심점을 정하고, 예비실험 및 문헌에 근거하여 우유, 울금, 제빵개량제, 이스트, 버터, 설탕, 소금의 (-1) 및 (+1) 실험점을 각각 결정하였다. 요인실험계획법은 부분배치법(2<SUP>7-2</SUP>)을 적용하여 32개 실험점과 중심점 6개로 구성하였고 주요 실험결과는 다음과 같다. 단일 인자로서 우유와 이스트는 각각 세 가지 관능특성 모두에 유의한 영향을 미쳤으며(P<0.0001), 설탕은 내관에(P<0.05), 울금(P<0.0001), 버터 및 설탕은(P<0.05) 향미와 질감에 유의한 영향을 미쳤다. 한편 외관에 영향을 미친 2인자 교호작용은 울금-버터(1.23), 제빵개량제-설탕(-1.23), 이스트-설탕(-1.17), 우유-소금(1.05) 순으로 나타났다. 제빵개량제-설탕(-0.90) 및 울금-이스트(0.74)는 내관에, 이스트-소금(0.81)은 향미와 질감에 유의한 영향을 미치는 것으로 나타났다. 울금우유 식빵의 관능적 특성에 가장 큰 영향을 미치는 인자는 이스트로서 주효과뿐만 아니라 설탕, 울금, 소금과 교호작용을 통하여 각각 외관, 내관 및 향미와 질감에 영향을 미쳤다. 울금은 예상한 바와 같이 향미와 질감의 주요한 인자였으며 버터와 교호작용을 통하여 외관에 영향을 주었다. 제빵개량제는 단독효과와 더불어 설탕과 교호작용을 통하여 외관과 내관에 영향을 미쳤다. 버터는 내관과 향미와 질감의 영향 인자로서 교호작용은 외관에서만 나타났다. 주효과와 교호작용을 종합해 볼 때, 울금우유식빵의 관능적 특성은 이스트와 우유의 수준이 가장 중요한 인자로 드러났으며 제빵개량제와 설탕도 단독 및 교호작용을 통하여 비교적 영향력이 높았다. 본 연구는 울금우유식빵의 관능적 특성에 미치는 재료의 영향을 파악함에 있어 실험계획법을 적용하여 2인자 간 교호작용을 깊이 있게 탐구하였다는 데 가장 큰 의의가 있다고 본다. 한편 본 실험의 결과는 향후 관능 특성에 유의한 결과를 나타낸 인자들의 첨가량을 달리하여 제조한 울금우유식빵의 최적화 연구에 유용하게 사용될 것으로 기대된다. We developed various recipes of turmeric powder (Curcuma longa L.) added to milk bread and assessed the individual effects of seven ingredients [milk (X₁), turmeric powder (X₂), bread improver (X₃), fresh yeast (X₄), butter (X?), sugar (X?), and salt (X?)] as well as the 2-way interaction effects of the ingredients on the sensory characteristics of breads using fractional factorial design method. The center and end points of each component were determined via literature review and multiple test baking. Seven trained sensory test panels evaluated the outside appearance (OA), inside appearance (IA), and flavor & texture (FT) of 38 breads using 46 items of sensory evaluation. Findings are as follows: for the OA, X1 (P<0.05) and X₄ (P<0.0001) exhibited significant individual effects, whereas X₁*X?, X₂*X?, X₃*X?, and X₄*X? indicated significant interaction effects (P<0.05). For the IA, X₁ (P<0.0001), X₄ (P<0.0001), X? (P<0.05), X₂*X₄ (P<0.05), and X₃*X? (P<0.01) showed individual and interaction effects, respectively. For the FT, X₁ and X₂ showed the most significant individual effect (P<0.0001), followed by X₄, X? and X? (P<0.05) in descending order. X₄*X? indicated the only significant interaction effect. We computed the magnitudes of the 2-way interaction effects of the ingredients with a distinct emphasis. Model equations predicting the levels of the ingredient effects on the breads were also provided via regression analyses. In summation, X₄ appeared to be the most significant component affecting the sensory characteristics based on its individual and 2-way interaction effects. Further, X?, X₁, X₂, and X? indicated both individual and interaction effects. X₃ and X? showed only interaction effects. The center point effect appeared to be unequivocal for whole sensory characteristics. Findings of the present study may provide insights into the selection of ingredients to derive an optimal model for turmeric powder-added bread using the response surface method hereafter.

유아교사의 공감능력, 교사-유아 상호작용 및 놀이지원역량 간의 관계 연구: 교사의 놀이지원역량의 매개효과를 중심으로

정태영,이정애 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.23

Objectives The purpose of this study is to examine the relationship between early childhood teachers' empathy ability and teacher-child interaction and play support competency and to examine the mediating effect of play support competency Methods The subjects of this study were 220 teachers who work in the 3 to 5 years old classes of the kinder gartens and daycare centers located in J province and G city, the data were analyzed using the SPSS 26.0 program. First, the correlation and effections between early childhood teachers' empathy ability and teacher-child inter action and play support competency was examined. Next, the mediating effect of play support competency in the relationship between early childhood teachers' empathy ability and teacher-child interaction was analyzed. Results First, as a result of examining the correlation between early childhood teachers' empathy ability and teacher-child interaction and play support competency, it was found that there was a significant correlation be tween variables. In other words, there was a correlation between early childhood teachers' empathy ability and teacher-child interaction, early childhood teachers' empathy ability and play support competency, and there was a correlation between teacher-child interaction and play support competency. Second, this study can be ex plained that early childhood teachers' empathy ability had to a positive effects on promoting play support com petency and teacher-child interaction. Third, as a result of examining the mediating effect of play support com petency in the relationship between early childhood teachers' empathy ability and teacher-child interaction, it was found that play support competency partially mediates the relationship between early childhood teachers' em pathy ability and teacher-child interaction. This can be explained by the fact that early childhood teachers' em pathy ability not only directly affects the process of influencing teacher-child interaction, but also indirectly influ ences it through the medium of play support competency. Conclusions It suggests that more practical studies on effective early childhood teachers' empathy ability are needed to enhance teacher-child interaction and play support competency.