5세 유아의 정서지능과 유치원 적응과의 관계
The Relationship between Five-year-old Children’s Emotional Intelligence and Preschool Adjustment
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본 연구는 5세 유아의 정서지능과 유치원 적응과의 관계에 대해 알아보는 데 그 목적이 있다. 정서지능 측정은 만 5세용 정서지능 체크리스트(이병래, 1997)를 사용하였고, 유치원 적응 측정은 유치원 적응 평가(Jewsuwan, Luster, & Kostelink, 1993)를 사용하였다. 연구 결과 첫째, 5세 유아의 정서지능과 유치원 적응은 비교적 잘 발달되어 있는 것으로 나타났다. 둘째, 정서지능과 유치원 적응과의 관계는 유의미한 상관이 있는 것으로 나타났다. 유치원 적응에 대하여 정서지능의 하위 요소들이 어느 정도 설명력을 가지는가를 분석한 결과, 타인조절/대인관계 능력이 유치원 적응의 46.2%를 설명해 주는 것으로 나타났다.
Abstract
The purpose of this study is to investigate the relationship between five-year-old children’s Emotional Intelligence and Preschool Adjustment. The results of this study were as follows: First, the means of 5-year-old children’s Emotional Intelligence was 117.9(SD:143). Second, the means of 5-year-old children’s Adjustment to preschool was 109.74(SD:15.91). Third, there were significant correlations between Emotional Intelligence and Preschool Adjustment, p<.01. To examine each sub-factor for the relations between 5-year-old children’s Emotional Intelligence and Preschool Adjustment, there were mostly significant correlations. However, there was no correlation between self-regulation and ego strength. To analysis the explanation power on sub-factor of Emotional Intelligence and Preschool Adjustment, regulation of emotion in others/personal relations of Emotional Intelligence ‘s sub-factor explains 46.2% of Preschool Adjustment, p<.01. To analysis the explanation power on sub-factor of Emotional Intelligence for the sub-factor of Preschool Adjustment, regulation of emotion in others/personal relations explains 37.8% of prosocial behavior. Regulation of emotion in other/personal relations explains 38.4% of positive affect within the school setting. Regulation of emotion in others/personal relations explains 38.3% of peer competence. Appraising and expressing emotions in the self explains 35.2% of ego strength. Regulation of emotion in others/personal relations explains 32.3% of adjustment to school routines.