어머니와 아버지의 문해 신념 및 문해 상호작용 비교 연구
A Comparative Study of Mothers’ and Fathers’ Literacy Beliefs and Literacy Interaction
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The purpose of this study was to explore the difference between mothers’ literacy beliefs and fathers’ literacy beliefs, mothers’ literacy interaction and mothers’ literacy interaction. And it was conducted to identify the relationship between mothers’(fathers’) literacy beliefs and mothers’(fathers’) literacy interaction. Participants were 319 mothers and fathers who have children from 3 to 5 years of age. Data were analyzed by descriptive statistics, paired t-test, and correlation analysis. The findings are summarized as follows: (1) There were statistically significant differences between mothers’ literacy beliefs and fathers’ literacy beliefs. The mothers were more likely to have positive literacy beliefs than the fathers. (2) There were statistically significant differences between mothers’ literacy interaction and fathers’ literacy interaction. The mothers scored significantly higher than fathers on ‘open interaction’, and ‘picture-book reading interaction’. In contrast, the fathers scored significantly higher than mothers on ‘directive interaction’. (3) Mothers’ literacy beliefs were positively correlated with ‘open interaction’, ‘directive interaction’, and ‘picture book reading’. (4) Fathers’ literacy beliefs were positively correlated with ‘open interaction’, and ‘picture book reading’, but were negatively correlated with ‘directive interaction’ So, it is very important to provide adequate training and support for fathers’ literacy beliefs for fathers’ high quality literacy interaction. And it is necessary to support mothers’ interaction with children based on their beliefs.
Abstract
The purpose of this study was to explore the difference between mothers’ literacy beliefs and fathers’ literacy beliefs, mothers’ literacy interaction and mothers’ literacy interaction. And it was conducted to identify the relationship between mothers’(fathers’) literacy beliefs and mothers’(fathers’) literacy interaction. Participants were 319 mothers and fathers who have children from 3 to 5 years of age. Data were analyzed by descriptive statistics, paired t-test, and correlation analysis. The findings are summarized as follows: (1) There were statistically significant differences between mothers’ literacy beliefs and fathers’ literacy beliefs. The mothers were more likely to have positive literacy beliefs than the fathers. (2) There were statistically significant differences between mothers’ literacy interaction and fathers’ literacy interaction. The mothers scored significantly higher than fathers on ‘open interaction’, and ‘picture-book reading interaction’. In contrast, the fathers scored significantly higher than mothers on ‘directive interaction’. (3) Mothers’ literacy beliefs were positively correlated with ‘open interaction’, ‘directive interaction’, and ‘picture book reading’. (4) Fathers’ literacy beliefs were positively correlated with ‘open interaction’, and ‘picture book reading’, but were negatively correlated with ‘directive interaction’ So, it is very important to provide adequate training and support for fathers’ literacy beliefs for fathers’ high quality literacy interaction. And it is necessary to support mothers’ interaction with children based on their beliefs.
참고문헌 (36)
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