교수효능감이 유아 또래 상호작용에 미치는 영향 분석: 만 3세 유아의 성별 조절효과 및 교사-유아 상호작용 매개효과를 중심으로
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 김미소 | - |
dc.contributor.author | 서영숙 | - |
dc.date.available | 2021-02-22T05:29:26Z | - |
dc.date.issued | 2018-08 | - |
dc.identifier.issn | 1226-1688 | - |
dc.identifier.issn | 2234-408X | - |
dc.identifier.uri | https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/2014 | - |
dc.description.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. | - |
dc.format.extent | 12 | - |
dc.language | 한국어 | - |
dc.language.iso | KOR | - |
dc.publisher | 한국아동학회 | - |
dc.title | 교수효능감이 유아 또래 상호작용에 미치는 영향 분석: 만 3세 유아의 성별 조절효과 및 교사-유아 상호작용 매개효과를 중심으로 | - |
dc.title.alternative | 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 | - |
dc.type | Article | - |
dc.publisher.location | 대한민국 | - |
dc.identifier.doi | 10.5723/kjcs.2018.39.4.117 | - |
dc.identifier.bibliographicCitation | 아동학회지, v.39, no.4, pp 117 - 128 | - |
dc.citation.title | 아동학회지 | - |
dc.citation.volume | 39 | - |
dc.citation.number | 4 | - |
dc.citation.startPage | 117 | - |
dc.citation.endPage | 128 | - |
dc.identifier.kciid | ART002376830 | - |
dc.description.isOpenAccess | N | - |
dc.description.journalRegisteredClass | kci | - |
dc.subject.keywordAuthor | teaching efficacy | - |
dc.subject.keywordAuthor | teacher-child interaction | - |
dc.subject.keywordAuthor | child-peer interaction | - |
dc.subject.keywordAuthor | child gender | - |
dc.subject.keywordAuthor | mediating effects | - |
dc.subject.keywordAuthor | moderating effects | - |
dc.subject.keywordAuthor | 교수효능감 | - |
dc.subject.keywordAuthor | 교사-유아상호작용 | - |
dc.subject.keywordAuthor | 유아또래상호작용 | - |
dc.subject.keywordAuthor | 유아성별 | - |
dc.subject.keywordAuthor | 매개효과 | - |
dc.subject.keywordAuthor | 조절효과 | - |
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