조손가정 유아의 학습준비도 관련 변인 탐색
An exploratory study on the school readiness and related variables of the children raised by grandparents
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본 연구는 조손가정 유아의 학습준비도에 영향을 미치는 요인으로 환경적 요인(조부모의 양육행동, 교사-유아관계)과 개인적 요인(자아존중감)을 중심으로 탐색해 보고, 이들 요인간의 인과관계 모형을 검증하기 위함이다. 이를 위해 G, C도에 거주하고 있는 조손가정 조부모와 유아 175쌍과 유아를 담임하고 있는 교사 154명을 연구대상으로 하였으며, 자료처리는 SPSS와 AMOS 프로그램을 통해 상관분석 및 모형적합도 검증을 실시하였다. 연구결과, 첫째, 유아의 학습준비도는 조부모의 양육행동, 교사-유아관계, 자아존중감과 정적 상관이 있는 것으로 나타났다. 둘째, 조손가정 유아의 학습준비도에 영향을 미치는 요인으로 환경적 요인(조부모의 양육행동, 교사-유아 관계)과 개인적 요인(자아존중감)을 중심으로 탐색한 후 이들 요인들 간의 관련성을 검증하기 위해 구조모형 분석을 실시한 결과, 조부모의 양육행동과 교사-유아 관계와 자아존중감 간에 유의한 경로가 발견되었으며, 유아의 개인적 요인인 자아존중감은 유아의 학습준비도에 직접적인 영향을 미치는 것으로 나타났다.
Abstract
This study has been performed to examine influential pathways of grandparent's parenting behavior, teacher-child relationship, and children's self esteem on children's school readiness. Data were collected using questionnaires for 175 children , their grandparents, and 154 teachers. Grandparent's parenting behavior was measured using Iowa Parent Behavior Inventory by Crase, Clark and Pease(1988). Child-teacher relationship was measured by STRS(Student-Teacher Relationship Scale) developed by Pianta(1991). Children's self esteem was measured using Self-esteem Scale by Harter and Pike(1984), and school readiness was measured by Ready Kindergarteners Assessment by Murphey and Burns(2002). For data analysis, frequency analysis, multiple regression, and structural model were conducted by SPSS, AMOS program. According to this study, the main results for this study are summarized as follows. This study demonstrated that the pathway from environmental factors via personal factors to school readiness showed a significantly good model fit. The paths from environmental factors including parent behavior and teacher-child relationship to child school readiness were mediated by stimulating self esteem.
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