유아의 마음이론이 자아탄력성 및 자기조절학습능력에 미치는 영향

Abstract

Objectives The purpose of this study was to examine the correlation between early childhood mind theory and self-resilience and self-regulated learning ability, and to investigate the effect of early childhood mind theory on self-resilience and self-regulated learning ability.
 Methods The subjects of the study were 307 children aged 3 to 5 who were enrolled in kindergartens in Gyeonggi-do, collected data through questionnaires, and conducted descriptive statistics, correlation analysis, and regression analysis to analyze the collected data.
 Results First, there was a significant positive correlation between early childhood mind theory, self-resilience, and self-regulated learning ability, indicating that the higher the early childhood mind theory, the higher the self-resilience and self-regulated learning ability. Second, early childhood mind theory was found to have a significant effect on self-resilience, and among the sub-factors of mind theory, wind and emotion had a positive effect and belief had a negative effect. In addition, early childhood mind theory has been shown to have a significant effect on self-regulated learning ability, and among the sub-factors of mind theory, belief has a positive effect on self-regulated learning ability and perception has a negative effect on pro-social regulation.
 Conclusions This study confirmed the importance of developing mind theory to enhance early childhood self-resilience and self-regulated learning ability, and suggested that teachers and parents need to make efforts to help early childhood develop mind theory.