주의집중기질, 실행기능 및 마음이론이 유아의 자기조절학습능력에 미치는 영향
The Effects of Attentional Focusing, Executive Function, and Theory of Mind on Young Children’s Self Regulated Learning
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연구목적: 본 연구는 유아의 자기조절학습 능력의 발달 양상을 살펴보고, 주의집중기질, 실행기능 및 마음이론이 자기조절학습 능력에 미치는 영향력을 살펴보기 위해 진행되었다. 연구방법: 만 3세에서 6세 유아 91명의 인지, 동기, 정서, 친사회적 조절을 포함하는 자기조절학습 능력은 교사가 평정하고, 유아의 주의집중 기질은 어머니 평정으로 측정하였다. 또한 연구자와 유아 간의 일대일 면담을 통해 실행기능과 마음이론 능력을 측정하였다. 연구결과: 연령이 증가함에 따라 자기조절학습 능력 전반과 실행기능, 마음이론 이해가 증가하였으며, 이들 변수들은 연령에 의한 효과를 통제한 후에도 서로 관련이 높은 것으로 나타났다. 유아의 연령과 성별을 통제하면서 모든 변수를 투입한 결과, 실행기능이 자기조절학습능력을 예측하는 것으로 나타났다. 결론: 유아기에 아동의 자기조절학습 능력이 전반적으로 증가하며, 유아의 실행기능 발달을 돕는 것이 자기조절학습 능력의 발달에 중요한 영향을 미칠 것으로 볼 수 있다.
Abstract
Objective: This study aimed to examine the development of young children’s self-regulated learning, and how it is affected by attentional focusing, executive function, and theory of mind. Methods: Ninety-one children aged from three to six participated in the study. Children’s self-regulated learning ability was rated by teachers, and their attentional focusing temperament was rated by their mothers. Children’s executive function and theory of mind were assessed through one-on-one interviews between each child and a researcher. Results: Children’s executive function, theory of mind, and self-regulated learning increased with their age. Their relationships among them were significant even when controlling for age. Children’s executive function predicted their self-regulated learning ability when all other variables were considered, with age and gender controlled. Conclusions: Children’s self-regulated learning ability increases in early childhood, and their executive function plays a pivotal role in their development.
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