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http://dx.doi.org/10.5762/KAIS.2017.18.2.540

A study on influence of pre-service early childhood teacher's achievement motivation and social intelligence on their social problem solving ability  

Park, Ji-Young (Division of Early Childhood Education, Seojeong college)
Chung, Yon-Hee (Division of Early Childhood Education, Seojeong college)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.18, no.2, 2017 , pp. 540-548 More about this Journal
Abstract
This study analyzed the relationship between the achievement motivation and social intelligence in pre-service early childhood teachers and their achievement motivation and social intelligence. The achievement motivation Inventory for pre-service early childhood teachers (Song, 2004), the social intelligence questionnaire (Han, 2011) and the Children's social problem solving ability scale (Huh, 1999) were administered to 193 pre-service early childhood teachers. The data underwent Pearson correlation analysis using the SPSS 21.0 program. The results of this study were as follows. First, there were significant positive relationships among the achievement motivation, social intelligence, and social problem solving ability. Second, the achievement motivation and social intelligence was an important factor for predicting the social problem solving ability of pre-service early childhood teachers.
Keywords
pre-service early childhood teachers; achievement motivation; social intelligence; social problem solving ability; influence;
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