• 아동학회지
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• 제38권1호
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• pp.217-231
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• 2017

Objective: The purpose of this study was to examine the influence of affective and cognitive empathy, and peer competence on behavioral problems among young children. Methods: The participants were 224 4- to 5-year-olds attending daycare centers in Gyeonggi-do. Children's empathy, peer competence, and behavioral problems were reported by their teachers. The collected data were analyzed using simple regression and three-step hierarchical multiple regression analyses. Results: The results showed that children who exhibited low affective empathy scored higher on peer acceptance and behavioral problems than children who had high affective empathy. This pattern of results was similarly found with cognitive empathy. Additionally, the effect of children's affective empathy on behavioral problems was fully mediated by peer competence, whereas the effect of children's cognitive empathy on behavioral problems was partially mediated by peer competence. Conclusion: These results suggest the need for peer-competence training based on affective empathy and training for both peer competence and cognitive empathy in reducing behavioral problems among young children.

• 아동학회지
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• 제14권1호
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• pp.91-107
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• 1993

The purpose of this study was to examine the social and cognitive competence of the only children in comparison with children with siblings. The sample consisted of 360 children from kindergartens, elementary schools(2nd and 5th grades), middle schools and high schools in Seoul. Data were gathered through questionnaires on social and cognitive competencies. The results were as follows: (1) The differences in social and cognitive competence between only children and sibling children varied by age of the child. (2) There were no significant differences according by sex in social competence and cognitive competence among both only children and sibling children. (3) The voluntariness of fertility outcomes was not related either to the social or cognitive competence of only children for each age group.

• 아동학회지
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• 제23권6호
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• pp.15-32
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• 2002

Child's temperament, cognitive ability, social competence, mother's affective child rearing and positive expression, father's positive expression, and teacher's positive expression were the variables investigated in relation to the structure of children's emotional competence (EC). Subjects were 20 teachers and 236 five-year-old children and their parents. Data were analyzed by LISREL (Linear Structural Relations), a statistical program for structural equation modeling. Results showed that boys' social competence and mother's affective rearing behavior directly influenced the EC of boys; boys temperament and cognitive ability, and positive expressions of their teachers indirectly influenced the EC of boys. Girls' temperament and social competence directly influenced the EC of girls; their cognitive ability, mother's affective child rearing behavior, and positive expressions of mothers and fathers indirectly influenced the EC of girls.

• 대한가정학회지
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• 제39권10호
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• pp.153-168
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• 2001

The objects of this study were to find out the effects of peer relations and perceived cognitive self-competence according to 1) grade, sex, and self-care, 2) parental social status and monitoring. 429 3rd- and 6th-graders (238 boys and 191 girls) were included as subjects. For measuring variables, RCP, Harter's Perceived Cognitive Self-Competence Rating Scale, and Parental Monitoring Questionnaire based on Crouter et al.(1990) were used. The data were analysed by MANOVA, t-test, and univariate ANOVA. The results were as follows.‘Social-Leadership’of peer relations was influenced by children's grade, grade $\times$ sex effects. 3-way interaction of children's variables and parental monitoring made significant differences in ‘Shy-Isolation’. Children's perceived cognitive self-competence was influenced by their grade and parent's social status. These results confirmed the significant roles of self-care and parental monitoring in children's development.

• 아동학회지
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• 제17권1호
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• pp.57-75
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• 1996

The purpose of this study was to investigate relations between the congruence of parent-child beliefs and child's perceived competence. The subjects were 138 children (68 eight-year-olds and 70 eleven-year-olds) and their parents. Instruments were the modified Family Belief Interview Schedule (Alessandri & Wozniak, 1987), and Harter's Perceived Competence Scale. Data were analyzed by Pearson's product moment correlation and two-way ANOVA. There were significant differences in child's perceived cognitive competence, social competence and physical competence by degree of congruence between child's belief and maternal belief. Younger children showed a higher level of general self-worth perception while older children showed a lower level. Children who showed a high congruence of beliefs with parents perceived their competence more highly than those with low congruence. This tendency was particularly outstanding in the perception of cognitive competence, implying a positive impact of the congruence of parent-child beliefs on children's perceived cognitive competence.

• 아동학회지
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• 제25권4호
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• pp.17-32
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• 2004

Factor analysis of data collected from 336 elementary school children provided difficuitness and susceptibility as the temperament factors, and affect and control as the nurturing factors. Results showed that non-susceptible children with low controlling mother perceived their cognitive competence positively while highly susceptible children showed no differences in their self-competence by mothers' controlling behavior. Perceived cognitive competence of susceptible boys and of susceptible 3rd graders were low when their mothers asserted low control. Thus, mothers' controlling behavior supported perceived cognitive competence in highly susceptible boys and 3rd graders. That is, the effect of mother's behavior on child's self-competence was moderated by child's characteristics. These results partially supported the Conditional Model.

• 아동학회지
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• 제36권6호
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• pp.1-21
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• 2015

This study was aimed at examining the paths through which family socioeconomic status as indicated by family income and parental education influenced preschool-aged children's socioemotional and cognitive development through the mediating role of parental warmth and the home learning environment. The study made use of data from 1,080 families who participated in the 5th wave of the Panel Study on Korean Children, when their children were approximately 4 years of age. Structural equation modeling analysis revealed that the models, including both parental warmth and the home learning environment did not fit the data well. The effects of warmth on social competence and cognitive development were not statistically significant. The modified models, using the home learning environment as a mediator between family SES and child's developmental outcomes showed that higher level of family income and parental education predicted a more cognitively stimulating home environment, which in turn, predicted a child's greater levels of social competence and positive cognitive development. The social competence of preschool-aged children again significantly predicted their cognitive development. The mediating effects of the home learning environment were statistically supported.

• 대한가정학회지
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• 제35권6호
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• pp.249-259
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• 1997

The purpose of the study was to investigate the relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. fifty-four children aged 5 and 6 years and their mothers were observed and videotaped in a strange situation. Children were interviewed in order to assess interpersonal cognitive problem solving skill. teachers rated children's social development using modified ISCE(Iowa Social Competency Scale : Preschool Forma). The results showed that there were significant relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. children of the secure attachment to mothers were greater social activator, cooperative, alternative solution thought and consequential thought. In contrast, children of insecure attachment to mother were less social activator and cooperative, and more hypersensitive and apprehensive. Children's social competence was related to the interpersonal cognitive problem-solving skill.

• 아동학회지
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• 제22권4호
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• pp.99-113
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• 2001

In this study of the relationships between quality of children's friendships, their self-perception and school adjustment, 434 4th, 5th, and 6th graders replied to a series of questionnaires. Girls reported higher levels of quality of friendship in the areas of emotional security, help, intimacy, and acknowledgement than boys. Boys showed higher levels of self-perception in cognitive competence, athletic ability and social acceptance than girls. Positive friendship quality and friendship satisfaction were related to self-perception and school adjustment. Variables that influenced school adjustment were social behavior, cognitive competence, global self-worth, pleasure in companionship, and athletic ability. For boys, variables which influenced school adjustment were social behavior, cognitive competence, pleasure in companionship, and global self-worth. For girls, the variables were global self-worth, cognitive competence, trust, social behavior, and athletic ability.

• 영어어문교육
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• 제17권1호
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• pp.37-52
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• 2011

The purposes of this study were to review developmental stages of acculturation, to establish dimensions and components of intercultural communicative competence, and to suggest teaching methods in the elementary school based on the dimensions and the components of the stages. In order to achieve these purposes, theoretical research on the nature of intercultural communicative competence and teaching methods of intercultural dimensions and components was carried out in terms of developmental stages of acculturation. The stages of acculturation have relation to cognitive domain, affective domain, and cultural awareness. In the domain of cognitive development, the models such as Cummins (1981), Wong-Fillmore (1983), and Ausubel (1968) were presented. In the affective domain of second language research, the models of Gardener and Lambert (1972), Maslow (1954), and Bloom (1974) were argued. Modifying the models of Ausubel, Cummins, Wong-Fillmore, the dimensions and components of intercultural communicative competence were established. In addition, it was suggested that cultural syllabus and lesson plan based on tourist and survivor stage should be considered.