마음이론, 정서능력, 언어이해력이 유아의 성취동기에 미치는 영향력 분석

Abstract

Objectives The purpose of this study was to analyze the influence of theory of mind, emotional competence, and language comprehension on young children’s achievement motivation.
 Methods The participants in this study were 242 children aged 3, 4, and 5 years old attending four kindergartens in C city, with an average monthly age of 55.4 months. Data were collected through tests on theory of mind, emotional competence, language comprehension, and achievement motivation. The collected data were analyzed using Pearson correlation coefficients and multiple regression analysis.
 Results The results of the study showed significant positive correlations between theory of mind, emotional competence, language comprehension, and young children’s achievement motivation. Furthermore, emotional competence emerged as the strongest predictor of young children’s achievement motivation, followed by theory of mind as an additional predictor. When analyzing the subfactors, the content substitution task of theory of mind emerged as the strongest predictor of young children’s achievement motivation, followed by emotional internalization problems, perceptual abilities for emotional competence, and theory of mind location change task as significant additional predictors.
 Conclusions These findings provide valuable foundational data for constructing theoretical information about young children’s achievement motivation and for developing educational strategies and programs to promote their achievement motivation.