Korean Journal of Human Ecology (한국생활과학회지)

Korean Association of Human Ecology (한국생활과학회)
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The Effects of Children's Self-regulation and Teacher-Child Relationships on Children's Social Behaviors

유아의 자기조절력과 교사-유아 관계가 유아의 사회적 행동에 미치는 영향

  • Received : 2015.08.26
  • Accepted : 2015.10.08
  • Published : 2015.10.31
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Abstract

The purpose of this study was to explore the effects of children's self-regulation and teacher-child relationships on children's social behaviors. Participants were 239 4- to 5-year-old children(114 boys, 125 girls) and their 23 teachers. The teachers completed rating scales to measure children's social behaviors and teacher-child relationships. Children's self-regulation was assessed by a mother reported questionnaire. Data were analyzed using descriptive statistics, Pearson's correlations and stepwise multiple regression analysis. The major results of this study were as follows: First, Children's social behaviors were partially correlated with children's self-regulation and teacher-child relationships. Second, The most influential factor by children's social behaviors was teacher-child relationship. Specially, teacher-child intimacy was the most powerful factor predicting children's asocial behavior and prosocial behavior. While teacher-child conflict was the most powerful factor influencing children's aggressive behavior, hyperactive-distractible behavior and anxious-fearful behavior. Findings are discussed in terms of the importance of teacher-child relationships in the context of program development and guidance for maladjusted children.

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References

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