유아의 정서조절과 또래유능성 간의 관계에서 문제행동의 병렬다중매개효과

Abstract

The purpose of this study is to analyze the parallel multiple mediating effect of problem behavior in the relationship between Young children‘s emotional regulation and peer competence in children. The subjects of this study were infants aged 3 to 5 staying at a kindergarten and daycare center located in G city, and 217 copies of the questionnaire were analyzed. For the collected data, SPSS 26.0 and PROCESS macro 4.3 programs were used, and the following research results were derived. First, Young childre’s emotional regulation had a positive effect on peer competence. Second, Young Children’s emotional regulation had a negative effect on problem behavior. Third, among the sub-contents of Young children's problem behavior, only hostility-aggression and hyperactivity- attention had a negative effect on peer competence. However, among Young children's problem behavior, anxiety-fear did not affect peer competence. Fourth, in the relationship between Young children's emotional regulation and peer competence, only the sub-contents of Young children's problem behavior, hostility-aggression and hyperactivity-attention, were found to have a partial mediating effect. However, in the relationship between Young children's emotional regulation and peer competence, anxiety-fear did not show a mediating effect among the sub-contents of Young children's problem behavior. These results suggest that in order to increase a child's peer competence, it is necessary to carefully observe situations in which hostile-aggression, hyperactivity-attention, and anxiety-fear, which are sub-contents of the Young childrens’ Problem behavior, recognize that it is a Problem behavior, and then provide desirable guidance.