지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 김영희.
- 발행연도
- 2013
- 저작권
- 충북대학교 논문은 저작권에 의해 보호받습니다.
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The purpose of this study was to examine effects of mother''s academic involvement on learning behavior and school readiness of preschool Children. Subjects of this study were 250 mothers of young children aged 5 years old attending 6 kindergartens and 4 child care centers located in Cheong-ju city and Cheong-Won province. Data were analyzed by frequency, percentage, Cronbach''s α, t-test, F-test, Tukey post-hoc test, Pearson''s product-moment correlation coefficient using the SPSS 12.0 program, and path analysis was done using AMOS 7.0 program.
The results of this study were as follows:
First, mothers'' learning involvement was statistically different according to parents'' educational level, mothers'' occupation types, the amount of time spent with children during weekdays and weekends. Also, there was a statistical difference in young children''s learning behavior according to children''s gender and the amount of time shared during weekdays and weekends. School readiness was different in gender of children.
Second, mothers'' learning-related support had a direct effect on motivation and attention persistence of learning behavior for both boys and girls. Additionally, mothers'' learning-related pressure had a direct effect on motivation of learning behavior for both boys and girls whereas it did only on boys'' attention persistence of learning.
Third, children''s school readiness was affected by motivation of learning behavior only.
Fourth, mothers'' learning-related support and pressure had an indirect effect on children''s school readiness mediated by motivation of learning behavior.
The results of this study were as follows:
First, mothers'' learning involvement was statistically different according to parents'' educational level, mothers'' occupation types, the amount of time spent with children during weekdays and weekends. Also, there was a statistical difference in young children''s learning behavior according to children''s gender and the amount of time shared during weekdays and weekends. School readiness was different in gender of children.
Second, mothers'' learning-related support had a direct effect on motivation and attention persistence of learning behavior for both boys and girls. Additionally, mothers'' learning-related pressure had a direct effect on motivation of learning behavior for both boys and girls whereas it did only on boys'' attention persistence of learning.
Third, children''s school readiness was affected by motivation of learning behavior only.
Fourth, mothers'' learning-related support and pressure had an indirect effect on children''s school readiness mediated by motivation of learning behavior.
목차
Ⅰ. 서 론1. 연구의 필요성 및 목적 12. 연구문제 63. 연구모형 6Ⅱ. 이론적 배경1. 유아의 학교준비도 82. 어머니의 학습관여와 유아의 학교준비도 103. 유아의 학습행동과 유아의 학교준비도 134. 어머니의 학습관여와 유아의 학습행동 및 유아의 학교준비도 15Ⅲ. 연구방법1. 연구대상 및 기간 192. 측정 도구 203. 자료 분석 22Ⅳ. 결과 및 해석1. 조사대상자의 일반적 배경 232. 일반적 배경에 따른 어머니의 학습관여, 유아의 학습행동, 학교준비도 253. 어머니의 학습관여가 유아의 학습행동과 학교준비도에 미치는 영향 30Ⅴ. 논의 및 결론1. 요약 및 논의 422. 결론 및 제언 47참고문헌 49질문지 62
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