The purpose of this study was to investigate the structural relationships among different variables related to pre-service early childhood teachers 's social support, psychological independence, emotional intelligence, self-efficacy perceived by pre-service early childhood teachers to interpersonal ...
The purpose of this study was to investigate the structural relationships among different variables related to pre-service early childhood teachers 's social support, psychological independence, emotional intelligence, self-efficacy perceived by pre-service early childhood teachers to interpersonal sensitivity. The subjects for this study were 682 pre-service early childhood teachers. The pre-service teachers were students majoring in early childhood education at junior colleges and universities in Deagu-City and Gyeongbuk province in Korea. Questionnaires used for this study included; interpersonal sensitivity, social support, psychological independence, emotional intelligence, self-efficacy. Through using SPSS 18.0, the mean, standard deviation, skewness and kurtosis showed normal distribution in all variables, and the estimated coefficient of cronbach alpha showed that the reliability of all the measures used me t the standards. A variance-covariance matrix or this sample was analyzed using AMOS 18.0, and the maximum likelihood minimization function. The goodness of fit was evaluated via SRMR, RMSEA with a 90% confidence interval, CFI and TLI. The results were as follows: Firstly, the self-efficacy perceived by pre-service early childhood teachers was a significant internal variable directly affecting interpersonal sensitivity. Social support, psychological independence, emotional intelligence perceived by pre-service early childhood teachers was a significant internal variable indirectly affecting interpersonal sensitivity. Secondly, social support, psychological independence, emotional intelligence were all found to have a significant direct effect on self-efficacy Thirdly, social support, psychological independence perceived by pre-service early childhood teachers directly affects their emotional intelligence As a result of the structural analysis, it was found that the self-efficacy of pre-service early childhood teachers took a role of an intervening variable between social support, psychological independence, emotional intelligence and interpersonal sensitivity. Therefore, a self-efficacy enhancement was developed for interpersonal sensitivity. The present study results can provide the basic information for plan and the construction of pre-service early childhood teachers’s education and counseling
The purpose of this study was to investigate the structural relationships among different variables related to pre-service early childhood teachers 's social support, psychological independence, emotional intelligence, self-efficacy perceived by pre-service early childhood teachers to interpersonal sensitivity. The subjects for this study were 682 pre-service early childhood teachers. The pre-service teachers were students majoring in early childhood education at junior colleges and universities in Deagu-City and Gyeongbuk province in Korea. Questionnaires used for this study included; interpersonal sensitivity, social support, psychological independence, emotional intelligence, self-efficacy. Through using SPSS 18.0, the mean, standard deviation, skewness and kurtosis showed normal distribution in all variables, and the estimated coefficient of cronbach alpha showed that the reliability of all the measures used me t the standards. A variance-covariance matrix or this sample was analyzed using AMOS 18.0, and the maximum likelihood minimization function. The goodness of fit was evaluated via SRMR, RMSEA with a 90% confidence interval, CFI and TLI. The results were as follows: Firstly, the self-efficacy perceived by pre-service early childhood teachers was a significant internal variable directly affecting interpersonal sensitivity. Social support, psychological independence, emotional intelligence perceived by pre-service early childhood teachers was a significant internal variable indirectly affecting interpersonal sensitivity. Secondly, social support, psychological independence, emotional intelligence were all found to have a significant direct effect on self-efficacy Thirdly, social support, psychological independence perceived by pre-service early childhood teachers directly affects their emotional intelligence As a result of the structural analysis, it was found that the self-efficacy of pre-service early childhood teachers took a role of an intervening variable between social support, psychological independence, emotional intelligence and interpersonal sensitivity. Therefore, a self-efficacy enhancement was developed for interpersonal sensitivity. The present study results can provide the basic information for plan and the construction of pre-service early childhood teachers’s education and counseling
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