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KCI등재 학술저널

유아가 지각한 교사-유아관계의 친밀감이 또래수용에 미치는 영향 : 유아의 정서지능의 매개효과

The Effects of Teacher-child Intimacy Perceived by Children on Peer Acceptance : Mediating Effect of Children’s Emotional Intelligence

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Objective: The objective of this study was to investigate the mediating effect of children’s emotional intelligence on teacher-child intimacy perceived by childrenand peer acceptance. Methods: The participants were 134 five-year-old children(71 boys, 63 girls) attending daycare centers and kindergarten in Seoul and Gyeong-nam province. Children were interviewed to measure teacher-child intimacy and peer acceptance. Teachers completed rating scales to measure children’s emotional intelligence. Datawere analyzed using descriptive statistics, Pearson’s correlation coefficient, three step mediated regression analysis and a Sobel test. Results: The main results are as follows. first, there were significant positive correlations of teacher-child intimacy, emotional intelligence, and children’s peeracceptance. Second, children’s emotional intelligence had a partial mediating effect on teacher-child intimacy and peer acceptance. Conclusion/Implications: The results of this study demonstrates links between early teacher-child relationships and children’s emotional and social development. In orderto promote children’s peer acceptance, it is necessary to build an intimate teacher-child relationship and to improve children’s emotional intelligence basedon that relationship.

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 결과 및 해석

Ⅳ. 논의 및 결론

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