성에 따른 유아의 ADHD 성향과 교사 및 또래관계가 유치원 적응에 미치는 영향

Young Children's ADHD, Relationship with Teachers and Peers, and Adjustment in Kindergarten

This study lays its purpose on examining the relations of young children's ADHD, various social relationships they have, such as peer relationships, and teacher relationships, and their adjustment to kindergarten. Twenty five teachers in chungbuk and 301 mothers reported children's ADHD, relationship with teachers and peers, adjustment in kindergarten, and demographic information. The collected data were analyzed through descriptive statistics, reliability analysis, t-test, Pearson correlation and multiple regression analysis by using SPSS 11.0. The results were as follows; First, partial differences were found in young children's ADHD, interpersonal relationships, and adjustment to kindergarten according to their gender. Second, young children's ADHD had not only direct effect on adjustment to kindergarten but also indirect effect on adjustment to kindergarten through peer relationships and relationships with teachers. Gender differences in the mediating models have been discussed.