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http://dx.doi.org/10.5723/KJCS.2015.36.1.1

Mother's Motivational Beliefs in the Context of the Child Education and Parent-Teacher Relationship and the Impact on the Learning Related Skills of Young Children  

Kim, Jeong Mi (Kyung Hee University)
Ahn, Sun Hee (Kyung Hee University)
Publication Information
Korean Journal of Child Studies / v.36, no.1, 2015 , pp. 1-17 More about this Journal
Abstract
The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.
Keywords
motivational beliefs; parent-teacher relationship; learning related skill;
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