Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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Mother's Motivational Beliefs in the Context of the Child Education and Parent-Teacher Relationship and the Impact on the Learning Related Skills of Young Children

교육 참여에 대한 어머니의 동기적 신념과 부모-교사 관계가 유아의 학습관련기술에 미치는 영향

  • 김정미 (경희대학교 아동가족학과) ;
  • 안선희 (경희대학교 아동가족학과)
  • Received : 2014.09.30
  • Accepted : 2015.02.12
  • Published : 2015.02.28
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Abstract

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

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References

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