교수효능감이 유아 또래 상호작용에 미치는 영향 분석: 만 3세 유아의 성별 조절효과 및 교사-유아 상호작용 매개효과를 중심으로An Analysis of the Effects of Child-Peer Interaction on Three-Year-Old Children: Focusing on Moderating Effects of Child Gender and Mediating Effects of Teacher-Child Interaction
- Other Titles
- An Analysis of the Effects of Child-Peer Interaction on Three-Year-Old Children: Focusing on Moderating Effects of Child Gender and Mediating Effects of Teacher-Child Interaction
- Authors
- 김미소; 서영숙
- Issue Date
- Aug-2018
- Publisher
- 한국아동학회
- Keywords
- teaching efficacy; teacher-child interaction; child-peer interaction; child gender; mediating effects; moderating effects; 교수효능감; 교사-유아상호작용; 유아또래상호작용; 유아성별; 매개효과; 조절효과
- Citation
- 아동학회지, v.39, no.4, pp 117 - 128
- Pages
- 12
- Journal Title
- 아동학회지
- Volume
- 39
- Number
- 4
- Start Page
- 117
- End Page
- 128
- URI
- https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/2014
- DOI
- 10.5723/kjcs.2018.39.4.117
- ISSN
- 1226-1688
2234-408X
- Abstract
- Objectives: The aim of this study was to identify the impact of mediating effect of teacher-child interaction and the moderating effect of child gender on the relationship between teaching efficacy and child-peer interaction.
Methods: The study’s data were based on the 4th Panel study on Korean children from Korea Institute of Child Care and Education. Data from 800 3-year-old participants who were enrolled in children’s educational institutions were employed to conduct this study. The panel study on Korean children utilized Teacher Self-Efficacy Scales (TSES) as a measure of Teaching Efficacy, Early Childhood Observation Instrument (ECOI) as a measure of Teacher-Child Interaction, and Peen Interactive Peer Play Scale (PIPPS) as a measure of child peer interaction. The data were analyzed by SPSS, version 22.0, to conduct statistics and Pearson product-moment correlation. AMOS 21.0 was utilized to verify the mediating and moderating effects.
Results: Teacher-child interaction had mediating effects on the relationship between teaching efficacy and child-peer interaction. Although there was no direct relationship between teaching efficacy and child-peer interaction, a positive relationship was found between teacher-child interaction. Child gender had moderating effects on this study model. The influence of teaching efficacy and child peer interaction relationship affected more girls than boys, while teacher-child interaction and child-peer interaction relationship affected more boys than girls.
Conclusion: The identified mediating effects further emphasize the significance of teaching efficacy when deciding child-peer interaction. In addition, the identified moderating effects highlight the importance of child gender when approaching teacher-child and child-peer interaction.
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