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NTIS 바로가기兒童學會誌 = Korean journal of child studies, v.36 no.6, 2015년, pp.125 - 146
전효정 (동아대학교 아동가족학과) , 이경님 (동아대학교 아동가족학과) , 고은경 (동아대학교 휴먼라이프리서치센터)
The purpose of this study was to examine the mediating effects of early childhood teachers' job satisfaction on the relationship between teacher's emotional intelligence and young children's happiness. The subjects in this study comprised 294 young children and 24 early childhood teachers in Busan, ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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다양한 유형의 행복감을 경험하는 것은 유아에게 어떤 영향을 주는가? | 유아가 경험하는 다양한 유형의 행복감은 유아의 인지적, 신체적, 사회적, 심리적 자원이 되어 종합적으로 확장된다(Fredrickson, 2001, 2003, 2009). 유아기는 정서적 표현과 그에 대한 정서적 지식이 함께 발달하는 시기로서(Shin, Krzysik, & Vaughn, 2014), 긍정적인 정서는 유아의 문제해 결기술과 새로운 정보를 습득하는 인지능력을 발달시키며, 신체적으로도 협응력과 심혈관기능을 강화시킬 수 있다. | |
정서지능이란? | 정서지능의 개념을 정립한 Salovey와 Mayer (1997)는 정서지능을 정서를 인식, 평가, 표현하는 능력이자 정서에 관한 지식과 사고를 촉진하고 활용할 수 있는 능력, 그리고 정서적-지적 성장을 향상시키기는 정서조절 능력이라고 하였다. Goleman(as cited in Choi, 2001)은 정서지능이 높은 사람은 자기 정서의 인식 능력, 자기 정서의 조절 능력, 자기를 동기화하는 능력, 그리고 타인의 정서를 인식하는 능력과 감정이입을 통한 대인관계 능력을 갖는다고 하였다. | |
유아교사의 정서 지능은 직무스트레스 및 직무만족과 어떤 관련이 있는가? | 다음으로, 유아교사의 정서 지능은 직무스트레스 및 직무만족과 관련이 있었다. 유아교사의 높은 정서지능은 높은 직무만족 수준을 예측하였고(Kim, 2015; Lee, 2007), 반면 직무스트레스에 부적으로 영향을 미쳤다 (Kwon, 2010; Song & Yang, 2009). 즉, 정서지 능이 높은 유아교사는 직무스트레스를 덜 지각 하는 것으로 예측되었다. 유아교사의 정서 노동은 정서적 고갈과 소진에도 부적으로 영향을 끼쳤는데(Lee, 2007; Brotheridege & Grandey, 2002; Brotheridege & Lee, 2002), 직무소진이 직무만족에 영향을 미치는 과정에서 높은 정서 지능은 부정적인 영향을 완화하는 조절효과를 가졌다(Cho & Park, 2012). |
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