자기조절에 대한 교사신념, 유아의 행동적 자기조절 및 학교준비도의 관계:유아 성별에 따른 차이The Relations Among Teachers' Beliefs Regarding Self-control, Preschoolers' Behavioral Self-regulation and School Readiness:The Gender Difference
- Authors
- 성미영; 장영은; 손승희
- Issue Date
- Jun-2016
- Publisher
- 한국보육지원학회
- Keywords
- Teachers’ Beliefs; Behavioral Self-regulation; School Readiness
- Citation
- 한국보육지원학회지, v.12, no.3, pp 61 - 78
- Pages
- 18
- Journal Title
- 한국보육지원학회지
- Volume
- 12
- Number
- 3
- Start Page
- 61
- End Page
- 78
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/8156
- DOI
- 10.14698/jkcce.2016.12.03.061
- ISSN
- 1738-9496
- Abstract
- The current study examined the relations among teachers' beliefs, behavioral self-regulation and school readiness of preschoolers. The study sample included 229 preschoolers aged 3 to 5 attending child care centers located in Seoul and Gyeonggi area of Korea. Using Structural Equation Modeling, the paths from teachers' beliefs to children's school readiness via the mediation of their behavioral self-regulation were examined. Children's self-regulation was directly assessed using Head-to-Toe Tasks. The results showed that teachers' stronger beliefs in and responsibility for children's self-regulation and interpersonal skills significantly predicted greater behavioral self-regulation among children, which in turn, significantly influenced greater social skills and work-related skills. The contribution of teachers' beliefs and behavioral regulation to social skills and work-related skills was positive and stronger for boys.
The current study examined the relations among teachers' beliefs, behavioral self-regulation and school readiness of preschoolers. The study sample included 229 preschoolers aged 3 to 5 attending child care centers located in Seoul and Gyeonggi area of Korea. Using Structural Equation Modeling, the paths from teachers' beliefs to children's school readiness via the mediation of their behavioral self-regulation were examined. Children's self-regulation was directly assessed using Head-to-Toe Tasks. The results showed that teachers' stronger beliefs in and responsibility for children's self-regulation and interpersonal skills significantly predicted greater behavioral self-regulation among children, which in turn, significantly influenced greater social skills and work-related skills. The contribution of teachers' beliefs and behavioral regulation to social skills and work-related skills was positive and stronger for boys.
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