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http://dx.doi.org/10.5762/KAIS.2017.18.1.417

The Effect of Meta cognition and Emotional Intelligence on Character Development Efficacy of Pre-Service Early childhood teachers  

Ma, Ji-Sun (Dept of Early Childhood Education, Wonkwang Health Science University)
Lee, Sun-Chai (Dept of Early Childhood Education, Wonkwang Health Science University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.18, no.1, 2017 , pp. 417-424 More about this Journal
Abstract
This study investigated the relationship between pre-service early childhood teacher's metacognition and emotional intelligence on character development efficacy. The subjects were 218 pre-service early childhood teachers at university. A questionnaire, which required self-reporting by these teachers, was used to investigate the effect of their metacognition and emotional intelligence on character development efficacy. The data were analyzed by Pearson's correlation and stepwise regression. The study results were as follows. First, metacognition and emotional intelligence exerted an effect on the character development efficacy of pre-service early childhood teachers. Second, there were significant positive correlations between the metacognition and character development efficacy of the teachers. Third, there were significant positive correlations between the emotional intelligence and character development efficacy of the teachers. Fourth, emotional comprehension of others, emotional comprehension of own, error correction, and emotional activity were meaningful and influential variables on the teachers' self-leadership. These results increased the perception for the development of pre-service early childhood teacher curriculum about character development efficacy, metacognition and emotional intelligence of pre-service early childhood teachers.
Keywords
Character Development Efficacy; Meta cognition; Emotional Intelligence; preservice early childhood teacher;
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