태국 만 5세 유아의 개인적 지능, 어머니의 양육태도 및 교사⋅유아 간의 관계가 유아의 친사회적 행동에 미치는 영향
The Influence of Children's Personal Intelligence, Mother’s Parenting Attitude, and Teacher-Child Relationship on Thai 5-year-old Children’s Prosocial Behavior
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본 연구는 태국의 어머니와 교사의 일반적 특성에 따라 유아의 친사회적 행동에 차이가 있는가를 알아보고 유아의 친사회적 행동, 유아의 개인적 지능, 어머니의 양육태도 및 교사⋅유아 간의 관계를 알아보고자 한다. 본 연구에는 태국 나콘빠톰에 거주하고 있는 만 5세 유아의 어머니 322명과 유아의 담임교사 15명이 참여하였다. 어머니의 일반적 특성에 따른 유아의 친사회적 행동은 차이가 있는 것으로 나타났지만 교사의 일반적 특성에 따른 유아의 친사회적 행동에는 차이가 없었다. 유아의 개인적 지능, 어머니의 양육태도 및 교사⋅유아 간의 관계가 유아의 친사회적 행동에 영향을 미쳤다. 친사회적 행동의 하위요인별로 보면 돕기 행동에는 개인내 지능, 친밀감, 애정적 태도, 의존성이, 배려하기 행동에는 개인간 지능, 친밀감, 애정적 태도, 자율적 태도, 의존성이, 협동하기 행동에는 개인내 지능, 친밀감, 갈등, 애정적 태도, 의존성이 영향을 미치는 요인으로 나타났다.
Abstract
The purpose of this research is to find out if there is any difference in children’s prosocial behavior according to the general characteristics of mother and teacher in Thailand and to discover the relevance among children’s prosocial behavior, child’s personal intelligence, mother’s parenting attitude, and teacher-child relationship. The subjects of this research are 322 mothers of 5-years-old children living in Nakhon Pathom, Thailand and the children’s 15 teachers. First, children’s prosocial behavior showed differences according to the mother’s general characteristics(age, level of education, family composition, and family income). Second, children’s interpersonal intelligence, mother’s parenting attitude, and teacher-child relationship affected the child’s prosocial behavior. For ‘helping’ behavior, intrapersonal intelligence, closeness, affectional attitude, and dependency, for ‘concerning’ behavior, interpersonal intelligence, closeness, affectional & autonomic attitude, dependency, for ‘cooperating’ behavior, intrapersonal intelligence, conflict, closeness, affectional attitude, dependency were found to be the factors of influence.
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