부모코칭역량이 유아의 사회정서능력에 미치는 영향

Abstract

Objectives The purpose of this study is to investigate the mediating effect of positive psychological capital and the moderating effect of parents' emotional coaching style in the effect of parental coaching competency on early children's social-emotional competence.
 Methods The subjects of the study were 306 parents of 3-5 year old children at early childhood educational institutions located in G Metropolitan City and J Province. As a measurement tools, young children’s social-emotional competence scale developed by Lee Eun-jeong(2015) and the parent coaching competency scale developed by Do Mi-hyang, Kim Geun-ju, and Lee Gyeong-ju(2019) were used. In addition, the positive psychological capital scale developed by Luthans, Avolio, and Orman(2006) and translated into the Korean version by Lim Tae-hong(2013) was used. For statistical analysis of the collected data, SPSS 21.0 and Amos 21.0 Program were used.
 Results First, parental coaching competency had a statistically significant positive effect on early children's social-emotional competence, and among these variables, parental positive psychological capital played a partial mediating role. Second, parents' emotional coaching style moderated the relationship between parental coaching competency and positive psychological capital statistically significantly, and moderated the relationship between parental coaching competency and early children’s social-emotional competence statistically significantly.
 Conclusions This study reveals that parental variables are important in improving early children's social-emotional competence. In particular, the more parents used the emotional coaching style, the more parents’ positive psychological capital was enhanced, and it had a positive effect on the development of their early children's social-emotional competence. This suggests that it is necessary to develop various parent-support programs so that parents can form an emotional coaching style.