The relationship between fathers’ parental role belief and father-child play interaction: The moderating effect of fathers’ belief in young children’s learning

Abstract

연구목적: 본 연구는 아버지-유아 놀이상호작용과 부모역할신념, 유아학습신념의 관계를알아보고, 아버지의 부모역할신념과 아버지-유아 놀이상호작용의 관계에서 유아학습신념의 조절효과를 분석하는데 목적이 있다. 방법: 서울 및 경기 소재 유치원 및 어린이집에 다니고 있는 만 3, 4, 5세 유아 자녀의아버지 467명을 대상으로 편상관분석과 조절회귀분석을 실시하였다. 결과: 첫째, 아버지-유아 놀이상호작용은 아버지의 부모역할신념, 유아학습신념과 정적 상관이 있다. 둘째, 아버지의 부모역할신념과 아버지-유아 놀이상호작용의 관계에서 유아학습신념은 조절효과를 나타냈다. 결론: 유아기 아버지의 부모역할신념 수준이 높을수록 아버지와 유아자녀와의 놀이상호작용이 증가하는데, 이때 유아학습신념이 조절역할을 하여 부모역할신념이 낮은 부모더라도높은 유아학습신념 수준을 가질 때 부모역할신념이 낮으면서 유아학습신념이 낮은 집단에비해 아버지-유아 놀이상호작용이 빈번하게 나타날 수 있다. 즉, 유아기 아버지가 자녀와놀이를 자주 한다는 것은 부모의 역할로만 설명할 수 있는 것이 아니라 유아 자녀의 학습에대해 긍정적인 신념이 있을 때 배가 될 수 있다.Objectives: This study was conducted to examine the relationship between father-child play interaction, parental role belief, and belief in young children’s learning and then to analyze the moderating effect of belief in young children’s learning on the relationship between fathers’ parental role belief and father-child play interaction. Methods: This study carried out a partial correlation analysis and a regulatory regression analysis of 467 fathers with children who were three, four, and five years of age attending kindergartens and child-care centers in Seoul and Gyeonggi-do. Results: First, father-child play interaction was positively correlated with the fathers’ parental role belief and belief in young children’s learning. second, belief in young children’s learning had a moderating effect on the relationship between fathers’ parental role belief and father-child play interaction. Conclusions: The higher the level of young children’s fathers’ parental role belief, the higher the level of father-child play interaction, and even if the level of parental role belief is low, belief in young children’s learning has a moderating effect. Therefore, parents whose parental role belief is low but whose belief in young children’s learning is high present more frequent father-child play interaction than parents whose parental role belief and belief in young children’s learning are both low. In other words, the fact that fathers with young children often play with their children can not only be explained by parental roles, but can be doubled when they hold positive beliefs in young children’s learning.