부모의 긍정적 정서표현성이 아동의 사회적 능력에 미치는 영향 : 아동의 자아개념의 매개효과를 중심으로 = The Effects of Parents' Positive Emotional Expressiveness on Children's Social Competence : Children's Self-Concept as a Mediator

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of positive emotional expressiveness of parents on the children's social competence and the mediating effect of the children's self-concept.
Two hundred-twenty one students who were 5th and 6th grade boys and girls from several elementary schools located in Yangsan, Incheon, and Pusan were surveyed. The children reported their perceptions of the parents’ positive emotional expressiveness, their own self-concept and social competence.
The measures used were the Self-Expressiveness in the Family Questionnaire(Halberstadt, Cassidy, Stifter, Parke & Fox, 1995) translated by Kim, Ho-Jung(2002) and Park, Seo-Jung(2004), the Self-concept Scale(Jung, 1966) reconstructed by Choi, Kang-Joon(2003) and Kwon, Yong-Sook(2004), and the Social Competence Scale(Park, 1998).
Descriptive statistics analysis, correlation analysis, confirmatory factor analysis and structural equation modeling were performed to analyze the data using SPSS 23.0 and AMOS 23.0. The bootstrap method was used to verify the significance of the indirect effects.

The results were as follows:
First, the children had higher social competences when they perceived their parents expressed positive emotions more often.
Second, the more children perceived their mothers’ positive emotional expressions, the more positive the children’s self-concept was. However, the fathers’ positive emotional expressiveness did not affect the children’s self-concept.
Third, the more positive the children’s self-concept was, the higher their social competence was.
Fourth, the effect of mothers’ positive emotional expressiveness on children’s social competence was mediated by children’s self-concept. However, the mediation effect of children’s self-concept between the fathers’ positive emotional expressiveness and children’s social competence was not significant.

This study examined the mediation effect of child's self-concept between positive emotional expression of parents and the child's social competence, and the factors and pathways affecting the child's social competence. This study contributed to provide some basic data for developing educational and counseling programs enhancing parent-child relationship by emphasizing positive emotional expressions of parents towards their children, and promoting children's positive self-concept and social competence.


Key Words: children, parent’s positive emotional expressiveness, children’s self-concept, children’s social competence

국문 초록 (Abstract)

본 연구는 부모의 긍정적 정서표현성이 아동의 사회적 능력에 미치는 영향에서 아동의 자아개념의 매개효과를 통해 알아보는 데 그 목적이 있다.
인천광역시 및 부산광역시, 경상남도 양산시에 소재한 초등학교에 재학 중인 5학년, 6학년 남·여 학생 221명을 대상으로 자료를 수집하였으며, 아버지/어머니의 정서표현성을 비롯하여 아동의 자아개념 및 사회적 능력 척도는 아동 본인에 의해 평정되었다. Halberstadt, Cassidy, Stifter, Parke와 Fox(1995) 등이 개발하고 김호정(2002)이 번안 수정하여 박서정(2004)이 아동이 보고하도록 재수정한 자기표현척도(Self-Expressiveness in the Family Questionnaire) 및 정원식(1966)이 개발하고 최강준(2003)과 권용숙(2004)이 재구성한 아동의 자아개념척도, 노명희(1995), 도현심(1994), 이경희(1993), Koh와 Rosman(1972) 등의 아동의 사회적 능력 검사를 참고하여 박금옥(1998)이 개발한 사회적 능력 척도를 사용하여 설문조사를 실시하였다. 수집된 자료는 SPSS 23.0과 AMOS 23.0 프로그램을 사용하여, 기술통계분석, 상관관계분석, 구조방정식 모델링을 통해 매개모형을 검증하였으며 매개효과의 간접효과 유의미성 검증에는 bootstrap 기법을 사용하였다.

본 연구의 주요 결과를 요약하면 다음과 같다.
첫째, 아동은 부모의 긍정적인 정서의 표현성이 많다고 지각할수록 사회적 능력이 높은 것으로 나타났다.
둘째, 아동이 어머니의 긍정적인 정서표현성이 많다고 지각할수록 아동의 자아개념은 긍정적이지만, 아버지의 긍정적인 정서표현성은 많다고 지각되어도 아동의 자아개념에는 영향을 주지 않는 것으로 나타났다.
셋째, 아동의 자아개념이 긍정적일수록 아동의 사회적 능력이 높았다.
넷째, 어머니의 긍정적인 정서표현성이 아동의 사회적 능력에 미치는 영향에 서 아동의 자아개념의 매개효과는 유의미하였지만, 아버지의 긍정적인 정서표현성이 아동의 사회적 능력에 미치는 영향에 대한 아동의 자아개념의 매개효과는 유의미하지 않았다. 즉, 아버지의 긍정적 정서표현성은 아동의 사회적 능력을 직접적으로 향상시켜 매개효과를 가지지 않는 반면, 어머니의 긍정적 정서표현성은 아동의 자아개념을 증진하고, 증진된 자아개념은 사회적 능력을 향상시킴으로써 매개효과를 가지는 것으로 설명될 수 있다.

본 연구에서는 부모의 긍정적 정서표현성과 아동의 사회적 능력을 매개한 아동의 자아개념을 검증함으로써 아동의 사회적 능력에 영향을 미치는 요인과 경로를 탐색하였다. 본 연구 결과를 사용하여 아동의 긍정적인 자아개념의 형성 및 사회적 능력을 높이기 위한 연계프로그램의 개발 및 치료적, 교육적 개입 방안의 모색과 더불어 부모교육 및 상담에 기초자료를 제공하는데 그 의의가 있다.


주제어 : 아동, 부모의 긍정적 정서표현성, 아동의 자아개념, 아동의 사회적 능력

목차 (Table of Contents)

• I. 서론 ······································································ 1
• 1. 연구의 필요성 및 목적 ··········································· 1
• II. 이론적 배경 ·························································· 6
• 1. 아버지/어머니의 긍정적 정서 표현성 ····················· 6
• 2. 아동의 자아개념 ················································· 10
• 3. 아동의 사회적 능력 ············································· 13
• 4. 부모의 긍정적 정서표현성과 아동의 자아개념 및 사회적
• 능력······································································ 16
• 5. 연구가설 및 연구모형 ·········································· 20
• III. 연구방법 ····························································· 21
• 1. 연구 참여자 ························································ 21
• 2. 측정도구 ···························································· 23
• 가. 어머니의 정서표현성 ········································ 23
• 나. 아버지의 정서표현성 ········································ 23
• 다. 아동의 자아개념 ·············································· 24
• 라. 아동의 사회적 능력 ·········································· 24
• 3. 연구절차 ···························································· 26
• 4. 통계분석방법 ····················································· 26
• IV. 연구결과 ··························································· 28
• 1. 기술통계분석 ····················································· 28
• 2. 상관관계분석 ····················································· 29
• 3. 측정모형분석 ····················································· 31
• 가. 모형적합도 ····················································· 33
• 4. 구조모형분석 ····················································· 35
• 가. 모형적합도 ····················································· 36
• 나. 경로계수 ························································ 36
• 다. 매개효과 검증 ················································ 37
• V. 논의 ·································································· 39
• 참고문헌 ······························································· 44
• 부록 ······································································ 53
• Abstract ······························································· 64