중국유수(留守)아동의 공감능력 및 교사의 정서표 현성이 학교생활적응에 미치는 영향

• 영문명: The Effect of Children’s Empathy Ability and Teacher’s Emotional Expression on Chinese Left-Behind
• 발행기관: 한국부모놀이치료학회
• 저자명: 진옥(Qin, Yu) 이숙(Lee, Sook)
• 간행물 정보: 『한국부모놀이치료학회지』한국부모놀이치료학회지 제9호, 53~73쪽, 전체 21쪽
• 주제분류: 사회과학 > 심리학
• 파일형태: PDF
• 발행일자: 2019.02.28

영문 초록

This purpose of this study was to examine the relationships among a child’s empathy ability and a teacher’s emotional expressiveness and Chinese Left-behind Children’s school Adjustment. A total of 380 Chinese Left-behind Children’s reported Empathy Ability and School Life Adjustment and 31 teachers reported Emotional Expression. The data were analyzed using SEM. According to the results, First, A child’s empathy ability was significantly related to School Life Adjustment. Second, a teacher’s negation emotional was significantly related to School Life Adjustment. These results highlight the importance of executive function in Chinese Left-behind Children’s Empathy Ability and Teacher’s Emotional Expressive in demoting School Life Adjustment and can be used as basic data to prevent behavioral problems of Chinese Left-behind Children and their self-resilience.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 결 과

Ⅴ. 요약 및 결론

키워드

중국유수아동 공감능력 정서표현성 학교생활적응 Chinese Left-behind empathy ability emotionalexpressiveness school Adjustment