• Korean Journal of Childcare and Education
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• v.17 no.1
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• pp.65-84
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• 2021

Objective: The objective of this study was to investigate the mediating effect of children's emotional intelligence on teacher-child intimacy perceived by children and peer acceptance. Methods: The participants were 134 five-year-old children(71 boys, 63 girls) attending daycare centers and kindergarten in Seoul and Gyeong-nam province. Children were interviewed to measure teacher-child intimacy and peer acceptance. Teachers completed rating scales to measure children's emotional intelligence. Data were analyzed using descriptive statistics, Pearson's correlation coefficient, three step mediated regression analysis and a Sobel test. Results: The main results are as follows. first, there were significant positive correlations of teacher-child intimacy, emotional intelligence, and children's peer acceptance. Second, children's emotional intelligence had a partial mediating effect on teacher-child intimacy and peer acceptance. Conclusion/Implications: The results of this study demonstrates links between early teacher-child relationships and children's emotional and social development. In order to promote children's peer acceptance, it is necessary to build an intimate teacher-child relationship and to improve children's emotional intelligence based on that relationship.

• Journal of Korea Game Society
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• v.17 no.2
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• pp.123-134
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• 2017

The purpose of this study is to investigate how teachers' acceptance of digital games is constructed in the school context and what factors influence teachers' acceptance. To do this, we conducted a survey on teachers, school counselors, and professional counselors in August 2016. A total of 250 data were analyzed. As a result, it was confirmed that the teachers' acceptance of digital game is composed of 5 factors - need for supervision, willingness to use, concern & monitoring, acceptance as alternative activities, acceptance efficacy. As a result of multi-variate multiple regression analysis, it was found that the teacher's age, the 2 factors of digital media literacy, the teacher's attitude toward student's digital game usage, and teacher's evaluation of the impact of digital games on school achievement have different effects on the 5 factors of teachers' acceptance. This study is meaningful to identify how teachers' acceptance of digital games is constructed and to explore the main factors affecting teachers' acceptance of digital games.

• Korean Journal of Childcare and Education
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• v.15 no.5
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• pp.69-86
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• 2019

Objective: This study aimed to provide a systematic understanding of children's peer initiative and peer acceptance and to offer specific information to increase young children's social competence. Methods: Participants were 235 5-year-old children from six child care centers in Sejong City. The participants were interviewed to measure the peer acceptance of children attending the same class. Also, a survey was conducted on their teachers to measure children's peer initiative and the relationship with them. The collected data were analyzed by hierarchical regression using the SPSS 21.0 program. Results: The results showed that significant main effects of friendly and unfriendly peer-initiatives on peer acceptance were found. The effects of teacher-child relationships and their moderating effects, however, were partial; only main influences of close relationships and the interaction effects between peer-initiatives and close relationships were significant. That is, the relationships between improper initiatives and low acceptance levels among peers were more intense when children established conflict relationships with their teacher. Conclusion/Implications: We found that close teacher-child relationships play moderating roles on the pathway from peer initiative to peer acceptance as a protective risk factor for children.

• Journal of Korea Game Society
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• v.17 no.3
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• pp.71-82
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• 2017

This study was conducted to understand the relationship between teacher's game recognition types and the acceptance of student game use in school. We surveyed 250 elementary/middle/high school teachers, school counselors and professional counselors. Four game recognition types have differences in gender, age, game experience, attitude toward game, response to game, and the evaluation of academic influence. When we compared the acceptance of student game use according to teacher's game recognition types, the differences in 'need for supervision', 'willingness to use', 'concern and monitoring' and 'acceptance as alternative activities' were identified. However, all types showed low scores of 'acceptance efficacy'. Finally, we discussed what kind of support would be effective to increase the acceptance of game use in school.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.05a
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• pp.131-133
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• 2016

While smart learning have been introduced for more learning effect, this study is to understand teacher's smart learning acceptance using TAM model. Through using the result of the study, it is to provide suggestions for the improvement of smart learning effect and the acceptance using various multi media on thew view of teachers.

• Journal of Korean Public Health Nursing
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• v.28 no.3
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• pp.633-643
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• 2014

Purpose: The purpose of this study is to identify protective factors associated with school adjustment of victims in school bullying. Methods: Data were collected from 114 victims among 825 middle school students. The measurements were the self-report questionnaire on resilience, and the Childrearing Behavior Questionnaire, measurements of relationship with friends, and attitude of teachers toward bullying. Descriptive, Pearson correlation, and multiple regression analyses were used. Results: A significant relationship was observed between school adjustment of victims and resilience (r=.355, p<.01), warmth-acceptance parenting behavior (r=.482, p<.01), rejection-restriction parenting behavior (r=-.213, p<.01), and teacher's attitude toward bullying (r=.381, p<.01). The result of multiple regression analysis showed significant association of school adjustment with resilience (${\beta}$=0.247, p<.05), warmth-acceptance parenting behavior (${\beta}$=0.302, p<.001), and teacher's attitude toward bullying (${\beta}$=0.285, p<.01). Conclusion: Comprehensive interventions designed to enhance the resilience of students, improve warmth-acceptance parenting behaviors and teacher's attitude toward bullying may be helpful in promoting school adjustment of victims.

• The Journal of the Korea Contents Association
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• v.12 no.2
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• pp.232-242
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• 2012

The purpose of this study was to analyze the multiple regression between the psychological well-being, Empathy ability Scale and Job Efficiency at relationship among on Teacher's job satisfaction among elementary, middle, high the whole country. It aims to find a method that can improve teacher's job satisfaction. The subjects for this study were 308 teacher's composed of 196 out of elementary school teachers, 62 out of middle school teachers and 50 out of high school nation wide. The result and discussion are as follows:First, if we take a look teacher's psychological well-being, Empathy ability Scale and Job Efficiency autonomy and school administration, compensation system, personal growth and school administration, compensation system, working environment, purpose of life and school administration, positive interpersonal relationships, self acceptance among subordinate variables of psychological well-being, empathy ability scale, job efficiency of teachers at are all relevant to of subordinate variables except compensation system. Second, as a result of the multiple regression analysis, the significant variables which affect teacher's job satisfaction are ranked in the order of human relationships, self acceptance, emotional factors. whole all variables are not significant.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.93-112
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• 2013

This study was intended to investigate wether a multiculturalism education program which is integrated with age the 5 Nuri curriculum has a significant influence on promoting children's multiculturalism acceptance. The effect of the integrated multiculturalism program was studied depending on married female immigrant assistant teacher and multicultural children within a group. Three experimental groups and one comparative group were formed from 80 children whose kindergarten centers are located in southern cities of Gyeong-gi province and the convenient sampling method was used. A measurement tool for multiculturalism acceptance was used in this study, and this measurement is an amended and supplemented version of criteria aimed at children (elementary school students) developed by Kim and Chung(2010). The measurement tool was modified to make it suitable for children and consists of 33 questionnaires. All the data collected for this study was analyzed by the SPSS 20 program, the average, standard deviation, frequency, percentage. Cronbach's alpha coefficient was calculated and one-way ANOVA and ANCOVA were implemented. As for the result of the study regarding perception and relationship-building capability, the group which conducted an integrated multiculturalism education program and consisted of including a female married-immigrant assistant teacher and multicultural children (Experimental group1) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2), the group which conducted only the integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As for sympathy and openness toward multiculturalism, the group which conducted integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program including a female married-immigrant assistant teacher and multicultural children (Experimental group1), the group which conducted only an integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As a result, the study showed that the instructor's multicultural guidance capability played a major role in the children's multiculturalism education program.

• Journal of the Korean Home Economics Association
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• v.39 no.1
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• pp.221-232
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• 2001

The purpose of this study was to develop a scale for evaluation of preschool children's peer competence and to examine its validity and reliability. The 15 items of the preliminary scale were completed by teachers, and peer rating scale for assessment of peer acceptance was administered to 365 children 5 to 6 years of age. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between teacher's ratings of peer competence and children's ratings of peer acceptance for concurrent validity, and Cronbach's u for reliability. The 15 items of the scathe were found be satisfactory in terms of item response distribution and item discrimination. Factor analysis revealed that a 3-factor solution was the best fit: sociability, prosocial behavior, leadership in peer relations. Correlations between teacher's ratings and children's ratings were as significant. Cronbach'so ranged from .88 to .93 for three subscales and .93 for the total scale. It was concluded that the psychometric properties of the peer competence scale in general were acceptable for use.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.38-48
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• 2018

The purpose of this study was to identify various factors that could possibly influence special teachers' adoption intention towards robot-based education and to see how well those factors predict special teachers' adoption intention. To do this, questionnaire items were selected and reconstructed based on preceding research relating to Technology Acceptance Model(TAM). The survey participants consisted of 623 special school teachers, representing various types of special students and levels of their schools. Questionnaires with unfaithful responses were excluded, and a total of 590 questionnaires were analyzed. Data analysis was carried out through Exploratory factor analysis and stepwise multi-regression analysis. According to the results of study, factors that influence special teachers' acceptance intention towards robot-based education are perceived ease of use, perceived usefulness, personal innovation, and social influence. Also, the most decisive factors affecting special teacher's acceptance intention were perceived usefulness and perceived ease of use. These factors directly influenced special teachers' acceptance intention.