어머니의 양육태도, 유아의 기질과 정서조절 및 공격성이 또래유능성에 미치는 영향

Effects of Mother’s Parenting, Children’s Temperament, Emotional Regulation, and Aggression on Peer Competence

The purpose of this study was to investigate the effect of mother’s parenting style and children’s temperament, mediated by emotional regulation and aggression, on children’s peer competence. Subjects of this study were composed of 348 children, who attended 9 kindergartens located in the Chungbuk area, and their mothers and class teachers. The theoretical model was specified and estimated based on previous literature. The model was tested through analysis of correlational matrix in LISREL VIII package using a maximum likelihood estimation. The results were as follows: First, the direct and indirect effect of mothers’ parenting styles, children’s emotional regulation and aggression on peer competence were different according to children’s gender. Of boys, both supportive and controlling parenting had a direct impact on emotional regulation. Those parenting styles also indirectly predicted boys’ peer competence, mediated by emotional regulation and aggression. By contrast, in case of grils, mother’s supportive parenting was the only direct predictor of their children’s emotional regulation. Grils’ emotional regulation also directly affected their peer competence. Mother’s controlling parenting had a direct impact on girls’ aggression. However, for girls, both their emotional regulation and aggression did not mediate the impact of their mother’s parenting styles on their peer competence. Second, the direct and indirect effect of children’s temperament, emotional regulation, and aggression on peer competence were also different from children’s gender. Boys’ emotional regulation was directly predicted by their activity and adaptability of temperament. Their activity temperament had an indirect effect on their aggression mediated by emotional regulation as well, but it did not affect their peer competence through any mediating effect. In case of girls, both their activity and adaptability of temperament were the variables directly predicting their emotional regulation. Girls’ temperament, mediated by their emotional regulation and aggression, also predicted their own peer competence.