The Effects of Children’s Emotional Intelligence, Maternal Parenting Behaviors, and Teacher-Child Relationship on Peer-competence
AUTHOR : 한선희,문혁준
INFORMATION : page. 159~177 / 2014 Vol.21 No.2
ABSTRACT
The purpose of this study was to clarify the relationship between socio-demographic variables and the variables of
children’s emotional intelligence, maternal parenting behaviors, and teacher-child relationship upon children's
peer-competence. The study also sought to verify the relative influence of these variables upon peer-competence.
The research subjects were sampled targeting 200 children aged from 4 to 5 at 2 kindergartens in Seoul and
Gyeonggi Province, as well as their mothers, and the homeroom teachers of the corresponding children. The data
were collected by questionnaires and analyzed. Data analysis was conducted by t-tests, Pearson's correlation
analysis and multiple regression analysis. The followings were the major findings: first, children's emotional
intelligence, maternal parenting behaviors, and teacher-child relationship had a close relationship with
peer-competence. For children's peer-competence to be of a relatively high level, competent, children's emotional
intelligence, in mothers' genial and encouraging parenting behaviors and limit set, and the formation of a close
relationship with the teacher were important considerations. Second, the variables having the greatest influence
upon children's peer-competence were shown to be recognizing emotions in others and handling relationships
using the children's emotional intelligence. These can be considered to be essential elements in order for children
to form and maintain positive peer relations. Accordingly, a teacher will be able to offer a program of promoting
peer-competence to children who appear to lack competence in peer relations by developing an emotional
regulation program that can help them recognize other's emotion and also help them regulate their own.