Human Ecology Research

The Korean Home Economics Association (대한가정학회)
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Mediating Effect of Child-Teacher Relationships on the Relationship of Preschooler's Emotional Intelligence and Social Competence

유아의 정서지능과 사회적 유능성의 관계에서 유아-교사 관계의 매개효과

  • Kim, Gil Sook (Korea Institute of Child Care and Education) ;
  • Kim, Tae Eun (Department of Child Studies and Education, Hanyang Cyber University)
  • Received : 2014.08.26
  • Accepted : 2014.11.29
  • Published : 2015.06.30
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Abstract

This study examined the effect of preschooler's emotional intelligence, child-teacher relationships (intimacy, conflict and dependency) on children's social competence. A sample of 269 children (142 boys and 127 girls) aged 3 to 6 in Seoul or Gyeonggi-do participated in the Emotional Intelligence Scale, the Child-Teacher Relationships Scale and Social Competence Scale by teachers. Descriptive statistics, t -test, Pearson's correlation analysis and regression analysis analyzed data via SPSS ver. 20.0. This study followed a mediated effect model. The results showed that: (1) The emotional intelligence of girls was significantly higher than boys. However, the child-teacher relationship and children's social competence had no significant difference relationship to gender. (2) There was a mediating effect of child-teacher relationships between preschooler's emotional intelligence and social competence. The effect of emotional intelligence on social competence was partially mediated by intimate relationship, conflict relationship and dependency relationship. The degree of mediating effect was investigated in regards to conflict relationship, dependency relationship and intimate relationship. This study demonstrated that child-teacher relationships mediate the relationship between emotional intelligence and social competence of preschoolers.

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References

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