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Korean J Child Stud > Volume 39(4); 2018 > Article
Korean Journal of Child Studies 2018;39(4): 117-128.
doi: https://doi.org/10.5723/kjcs.2018.39.4.117
교수효능감이 유아 또래 상호작용에 미치는 영향 분석: 만 3세 유아의 성별 조절효과 및 교사-유아 상호작용 매개효과를 중심으로
김미소 , 서영숙
숙명여자대학교 아동복지학과
An Analysis of the Effects of Child-Peer Interaction on Three-Year-Old Children: Focusing on Moderating Effects of Child Gender and Mediating Effects of Teacher-Child Interaction
Mi-So Kim , Young-Sook Suh
Department of Child Welfare Studies, Sookmyung Women's University, Seoul, Korea
Correspondence :  Mi-So Kim ,Email: kmshylove@naver.com
Received: June 30, 2018  Revised: July 28, 2018   Accepted: August 10, 2018
Abstract

Objective:
The aim of this study was to identify the impact of mediating effect of teacher-child interaction and the moderating effect of child gender on the relationship between teaching efficacy and child-peer interaction.
Methods:
The study’s data were based on the 4th Panel study on Korean children from Korea Institute of Child Care and Education. Data from 800 3-year-old participants who were enrolled in children’s educational institutions were employed to conduct this study. The panel study on Korean children utilized Teacher Self-Efficacy Scales (TSES) as a measure of Teaching Efficacy, Early Childhood Observation Instrument (ECOI) as a measure of Teacher-Child Interaction, and Peen Interactive Peer Play Scale (PIPPS) as a measure of child peer interaction. The data were analyzed by SPSS, version 22.0, to conduct statistics and Pearson product-moment correlation. AMOS 21.0 was utilized to verify the mediating and moderating effects.
Results:
Teacher-child interaction had mediating effects on the relationship between teaching efficacy and child-peer interaction. Although there was no direct relationship between teaching efficacy and child-peer interaction, a positive relationship was found between teacher-child interaction. Child gender had moderating effects on this study model. The influence of teaching efficacy and child peer interaction relationship affected more girls than boys, while teacher-child interaction and child-peer interaction relationship affected more boys than girls.
Conclusion:
The identified mediating effects further emphasize the significance of teaching efficacy when deciding child-peer interaction. In addition, the identified moderating effects highlight the importance of child gender when approaching teacher-child and child-peer interaction.
Key Words: teaching efficacy, teacher-child interaction, child-peer interaction, child gender, mediating effects, moderating effects
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