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중국 유아의 수줍음이 유아교육기관 적응 중 긍정적 정서에 미치는 영향에 대한 교사-유아 친밀한 관계의 조절효과

The Moderating Effect of Teacher-Child Intimate Relationship on the Association Between Shyness on Positive Emotions During Adaptation to Early Childhood Education Institutions in Chinese Children

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주제분류교육학

초록

본 연구의 목적은 중국 유아의 수줍음이 유아교육기관 적응 중 긍정적 정서와 어떻게 연관되어있는지를 살펴보고, 교사-유아 간 친밀한 관계가 유아의 수줍음과 유아교육기관 적응의 긍정적정서 간의 관계를 조절하는지에 대해 파악하는 것이다. 이를 위해 본 연구는 중국에 소재하고 있는 3개 유치원에 재원 중인 만 3-4세 유아 180명과 그들의 어머니, 담임교사를 대상으로 자료를수집하였다. 자료 분석을 위해 SPSS 26.0 프로그램을 이용하여 기술통계분석, Pearson 상관관계분석, 위계적 회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 유아의 수줍음이 유아교육기관적응에서의 긍정적 정서에 유의미한 영향력을 미치는 것으로 나타났다. 둘째, 유아의 수줍음과 유아교육기관 적응의 하위요인인 긍정적 정서 간의 관계를 교사-유아 간 친밀한 관계가 조절하는것으로 나타났다. 본 연구의 결과는 수줍음 수준이 높은 유아의 유아교육기관 적응을 위하여 유아와 교사 간의 친밀한 관계를 촉진할 필요가 있으며, 이러한 교사-유아 간 친밀감은 유아의 긍정적정서 경험을 통한 기관 적응에 기여함을 시사한다.

Abstract

The purpose of this study is to examine how shyness in Chinese children is associated with positive emotions during their adaptation to early childhood education institutions and to understand how the intimate relationship between teachers and children moderates the relationship between children’s shyness and positive emotions. This study investigated 180 children aged 3-4 years, their mothers, and head teachers in three kindergartens in China. The data collected in this study were analyzed using the SPSS 26.0 program, including descriptive statistical, Pearson’s correlation, and hierarchical regression analyses. The results of the study are as follows. First, it was found that Chinese children’s shyness has a significant impact on positive emotions in their adaptation to early childhood education institutions. Second, regarding the relationship between children’s shyness and preschool adjustment, the intimate relationship between teachers and children has a partial moderating effect. Specifically, the intimate relationship between teachers and children moderates the relationship between children’s shyness and the subordinate factor “positive emotion.” The results of this study suggest that it is necessary to promote an intimate relationship between children with high levels of shyness and their teachers. Such teacher-child intimacy contributes to the children’s adaptation through positive emotional experiences.

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