학술논문
유아가 지각한 교사-유아관계의 친밀감이 또래수용에 미치는 영향 : 유아의 정서지능의 매개효과
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- 영문명
- The Effects of Teacher-child Intimacy Perceived by Children on Peer Acceptance : Mediating Effect of Children’s Emotional Intelligence
- 발행기관
- 한국보육지원학회
- 저자명
- 이주연(Juyun Lee) 유영미(Youngmi Ryu)
- 간행물 정보
- 『한국보육지원학회지』제17권 제1호, 65~84쪽, 전체 20쪽
- 주제분류
- 사회과학 > 사회복지학
- 파일형태
- 발행일자
- 2021.02.28
5,200원
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이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
영문 초록
Objective: The objective of this study was to investigate the mediating effect of children’s emotional intelligence on teacher-child intimacy perceived by childrenand peer acceptance.
Methods: The participants were 134 five-year-old children(71 boys, 63 girls) attending daycare centers and kindergarten in Seoul and Gyeong-nam province.
Children were interviewed to measure teacher-child intimacy and peer acceptance. Teachers completed rating scales to measure children’s emotional intelligence. Datawere analyzed using descriptive statistics, Pearson’s correlation coefficient, three step mediated regression analysis and a Sobel test.
Results: The main results are as follows. first, there were significant positive correlations of teacher-child intimacy, emotional intelligence, and children’s peeracceptance. Second, children’s emotional intelligence had a partial mediating effect on teacher-child intimacy and peer acceptance.
Conclusion/Implications: The results of this study demonstrates links between early teacher-child relationships and children’s emotional and social development. In orderto promote children’s peer acceptance, it is necessary to build an intimate teacher-child relationship and to improve children’s emotional intelligence basedon that relationship.
목차
Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론
해당간행물 수록 논문
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