DOI QR코드

DOI QR Code

Relationships between Preschoolers' Negative Emotionality and Peer Play Behaviors by the Mediation of Behavioral Problems: Focusing on Gender Difference

유아의 부정적 정서성과 또래놀이행동 간 관계에서 행동문제의 매개적 역할: 성차를 중심으로

  • 성미영 (동덕여자대학교 아동학과)
  • Received : 2017.02.15
  • Accepted : 2017.06.05
  • Published : 2017.06.30

Abstract

Objective: The purpose of this study was to analyze the effects of preschoolers' negative emotionality on their peer play behaviors, focusing on the mediation of behavioral problems. Methods: The study sample included 287 preschoolers aged 3 to 5 attending child care centers located in Seoul, Korea. The instruments used in this study were the Child Behavior Questionnaires (CBQ), Child Behavior Checklist (CBCL), and Penn Interactive Peer Play Scale (PIPPS). Results: The main results of this study are as follows: First, boys and girls' negative emotionality exerted positive effects on their behavioral problems. Second, boys and girls' negative emotionality had a positive influence on their play interaction, play disruption, and play disconnection. Further, the effect of boys' negative emotionality on their play disruption and play disconnection was totally mediated by their behavioral problems, and girls' negative emotionality on their play interaction and play disconnection was totally mediated by their behavioral problems. Conclusion/Implications: These findings provide preliminary evidence that the relationships between preschoolers' negative emotionality and peer play behaviors may be mediated by their behavioral problems.

Acknowledgement

Supported by : 동덕여자대학교

References

  1. 권연희 (2012). 남녀 유아의 부정적 정서성과 놀이 시 또래상호작용의 관계에 대한 교사-유아간 갈등적 관계의 조절효과. 유아교육연구, 32(2), 29-48.
  2. 권연희, 이종희 (2005). 아동의 부정적 정서성에 대한 어머니의 반응, 아동의 정서성 및 사회적 행동 간의 관계. 아동학회지, 26(6), 201-216.
  3. 김선희 (2016). 유아의 부정적 정서성과 어머니의 우울이 유아의 내재화 행동문제에 미치는 종단적 영향: 다변량잠재성장모형 분석. 유아교육학논집, 20(5), 421-446.
  4. 김수정, 곽금주 (2010). 초등 일학년 학교적응의 예언 변인들 간 관련성 탐색. 한국심리학회지: 발달, 23(2), 19-37.
  5. 박새롬, 노보람, 박혜준, 이순형 (2015). 어머니의 양육스트레스 변화 궤적과 영유아의 기질 및 내재화 행동문제의 구조관계: 어머니의 취업유무에 따른 집단분석. 육아정책연구, 9(1), 119-148.
  6. 성미영 (2006). 시설보호 여부에 따른 아동의 정서성 발달과 내면화 및 외현화 행동문제. 한국생활과학회지, 15(1), 17-29.
  7. 성미영, 권기남 (2010). 유아의 긍정적, 부정적 정서성이 내면화 및 외현화 행동문제에 미치는 영향: 대인관계지능 및 개인이해지능의 매개효과를 중심으로. Family and Environment Research, 48(2), 39-49.
  8. 이지희, 김혜연 (2012). 유아기 긍정적, 부정적 또래상호작용에 관련된 변인 연구. 한국보육지원학회지, 8(6), 301-322.
  9. 장윤희, 문혁준 (2011). 유아의 리더십과 자기조절능력이 또래 놀이행동에 미치는 영향. 한국가정관리학회지, 29(2), 73-87.
  10. 최인숙 (2015). 영아기 부정적 정서성과 어머니의 사회적 양육행동이 3세 유아의 또래상호작용에 미치는 영향: 잠재성장모형을 이용한 종단연구. 아동학회지, 36(6), 147-164. https://doi.org/10.5723/KJCS.2015.36.6.147
  11. 최인숙, 이강이 (2010). 사회정보처리 구성요소와 정서요인이 유아의 외현적 공격성과 관계적 공격성에 미치는 영향. 아동학회지, 31(6), 15-34.
  12. 최혜영, 신혜영 (2011). 확인적 요인분석을 통한 또래 놀이행동 척도의 타당화. 아동학회지, 32(2), 35-52. https://doi.org/10.5723/KJCS.2011.32.2.35
  13. 한미현, 유안진 (1995). 아동행동평가척도(CBCL)의 타당화 연구. 아동학회지, 16(2), 5-21.
  14. 황윤세 (2007). 유아의 기질, 자기조절력과 상호작용적 또래놀이와의 관계. 열린유아교육연구, 12(1), 145-166.
  15. Achenbach, T. M. (1991). Manual for Child Behavior Checklist/4-18 and 1991 Profile. Burlington, VT: University of Vermont, Dept. of Psychiatry.
  16. Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers' aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36(4), 438-448. https://doi.org/10.1037/0012-1649.36.4.438
  17. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psycho logical research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173
  18. Cohen, J. S., & Mendez, J. L. (2009). Emotion regulation, language ability, and the stability of preschool children's peer play behavior. Early Education and Development, 20(6), 1016-1037. https://doi.org/10.1080/10409280903305716
  19. Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3), 458-465. https://doi.org/10.1037/0022-0663.92.3.458
  20. Denham, S. A., Blair, K. A., Demulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., et al. (2003). Preschool emotional competence: Pathway to social competence. Child Development, 74(1), 238-256. https://doi.org/10.1111/1467-8624.00533
  21. Eisenberg, N., Cumberland, A., Spinard, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., et al. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112-1134. https://doi.org/10.1111/1467-8624.00337
  22. Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136–157. https://doi.org/10.1037/0022-3514.78.1.136
  23. Eisenberg, N., Sadovsky, A., Spinrad, T. L., Fabes, R. A., Losoya, S. H., Valiente, C., et al. (2005). The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology, 41(1), 193-211. https://doi.org/10.1037/0012-1649.41.1.193
  24. Fabes, R. A., Eigenberg, N., Jones, S., Smith, M., Guthrie, I., Poulin, R., et al. (1999). Regulation, emotionality, and preschoolers' socially competent peer interactions. Child Development, 70(2), 432-442. https://doi.org/10.1111/1467-8624.00031
  25. Fantuzzo, J., Coolahan, K., Mendez, J., & Sutton-Smith, B. (1988). Contextually-relevant validation of peer play constructs with African American Head Start children: Penn Interactive Play Scale. Early Childhood Research Quarterly, 13(3), 105-120.
  26. Gordon, B. N. (1981). Child temperament and adult behavior: An exploration of ‘goodness of fit'. Child Psychiatry and Human Development, 11(3), 167-178. https://doi.org/10.1007/BF00709381
  27. Rothbart, M. K., Ahadi, S. A., & Hershey, K. L.(1994). Temperament and social behavior in childhood. Merrill-Palmar Quarterly, 40(1), 21-39.
  28. Rothbart, M. K., & Bates, J. E. (2006). Temperament. In N. Eisenberg (Ed.), Handbook of child psychology (Vol. 3): Social, emotional, and personality development (6th ed., pp. 99-166). Hoboken, NJ: Wiley.
  29. Rubin, K. H., Bukowski, W., & Paker, J. (2001). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (Vol. 3): Social, emotional, and personality development (6th ed., pp. 571-643). NY: John Wiley & Sons.
  30. Rubin, K. H., Coplan, R. J., Fax, N. A., & Calkins, S. (1995). Emotionality, emotion regulation, and preschooler's social adaptation. Development and Psychology, 7(1), 49-62. https://doi.org/10.1017/S0954579400006337
  31. Russel, A., Hart, C., Robinson, C. C., & Olson, S. F. (2003). Children’s sociable and aggressive behavior with peers: A comparison of the US and Australia and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27(1), 74-86. https://doi.org/10.1080/01650250244000038
  32. Spinrad, T. L., Eisenberg, N., Harris, E., Hanish, L., Fabes, R. A., Kupanoff, K., et al. (2004). The relation of children's everyday nonsocial peer play behavior to their emotionality, regulation, and social functioning. Developmental Psychology, 40(1), 67-80. https://doi.org/10.1037/0012-1649.40.1.67
  33. Troxel, W. M., Trentacosta, C. J., Forbes, E. E., & Campbell, S. B. (2013). Negative emotionality moderates associations among attachment, toddler sleep, and later problem behaviors. Journal of Family Psychology, 27(1), 127-136. https://doi.org/10.1037/a0031149
  34. Van Beveren, M. L., Mezulis, A., Wante, L., & Braet, C. (2016). Joint contributions of negative emotionality, positive emotionality, and effortful control on depressive symptoms in youth. Journal of Clinical Child Adolescence Psychology, 45, 1-12. https://doi.org/10.1080/15374416.2015.1123637