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어머니와 교사의 정서표현성이 유치원 적응에 미치는 영향: 유아의 부적 정서성과 정서조절의 매개효과 검증

Influence of Mothers’ and Teachers’ Emotion Expressiveness on School Adjustment of Preschool Children: The Mediation Effects of Children’s Negative Emotionality and Emotion Regulation

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주제분류심리과학

초록

본 연구는 어머니와 교사의 정서표현성이 유치원 적응에 미치는 영향을 알아보고, 유아의 부정적 정서성과 정서조절의 매개 효과를 알아보았다. Y시 소재한 M유치원 만 3-5세 신입생 유아 110명(남아 60명, 여아 50명)과 그들의 어머니 및 교사가 연구에 참여하였으며, 입학 전 설명회에 참석한 어머니들을 표집하였다. 어머니들은 학기 시작 전에 자기 보고식 정서표현성을 실시하였으며 유아의 부적 정서성과 정서조절 능력을 평정하였다. 교사의 정서표현성은 동료 교사의 평정으로 측정하였으며 약 한 학기 후에 교사가 유아의 유치원 적응을 평정하였다. 연구결과, 유아의 부적 정서성과 정서조절간의 관계가 유의하였으며 기질인 부적 정서성은 어머니의 부적 정서표현성과 유아의 정서조절간의 관계를 매개하였다. 한편 교사의 정서표현성은 유아의 유치원 적응에 직접적으로 영향을 미쳤으나 유아의 정서 변인과는 유의한 관계가 나타나지 않았다. 연구 결과는 정서사회화 모델을 기반으로 논의되었으며 취학 초기 적응에 영향을 주는 교사의 역할이 강조되었다.

Abstract

This study examined the influence of mothers’ and teachers’ emotional expressiveness on school adjustment of preschool children. In addition, the mediation effects of children’s negative emotionality and emotion regulation were examined. Data were collected from 110 children(60 boys and 50 girls) between 3 and 5 years old, and their mothers and kindergarten teachers. Mothers reported their own emotional expressiveness and rated children’s emotional temperament and regulation ability at time 1. Teachers’ emotion expressiveness and children’s school adjustment were evaluated by other teachers at time 2. Results showed that children’s negative emotionality was negatively correlated with their emotion regulation ability, and particularly, children’s negative emotionality mediated the relationship between mothers’ negative expressiveness and children’s emotion regulation. However, teachers’ emotional expressiveness accounted for children’s school adjustment, but not emotion regulation. Findings are discussed in terms of socialization of emotion and the role of teachers in the kindergarten classroom.

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