2017, Vol.30, No.3

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023 KCI Impact Factor : 1.67

pISSN : 1229-0718 / eISSN : 2671-6542
https://journal.kci.go.kr/baldal

The purpose of this study was to develop a scale of peer initiative with 327 young children aged 3-5 years. The statistical programs of SPSS 21.0 and MPLUS 7 were used to analyze data and 2 factors and 39 items were identified. The factor names were “friendly” and “unfriendly” peer initiatives respectively. Peer initiative is the role of the child who is interested in controlling or leading peers in the play process. The child who leads the play in a friendly way plays the game through the play definition, explanation, suggestion, information provision, negotiation, and provides a structure for the play to proceed smoothly. The young child who leads the play in an unfriendly way plays the role of controlling his friend at will through play command, rejection, threat, and disregard. To confirm the validity of this scale, we conducted a correlation analysis with peer competence and leadership scales. As a result, it was found that there were high correlations among peer initiative, peer competence, and leadership in young children.

The study examined the relations among communicative perspective-taking, false belief, and executive function from the developmental point of view. Fifty-four children participated in the study, whose ages ranged from 46 months to 56 months at the beginning of the study. The children were tested 3 times at intervals of six-months. The eye movements(i. e., the fixation time on the target objects or egocentric objects) were measured for the communicative perspective-taking tasks which were composed of the common-ground and the privileged-ground conditions. Inhibitory control(flag task), working memory(backward-word task), and attention switching(card-sorting task) were also measured for the executive functions. The understanding of false belief was also measured. The results indicated that the egocentric perspectives were predominant at the beginning stage, but significantly decreased as the age level went up. As for the relations among communicative perspective-taking, false belief, and executive function, communicative perspective-taking was not correlated with the false belief understanding, but with working memory. Working memory was the only variable that predicted communicative perspective-taking.

The purpose of this research was to examine the effects of unsupportive parenting attitudes, perceived competence and autonomy on learning amotivation. A sample of 1042 students completed a self-report questionnaire. Data were analyzed using 2-way-ANOVA and multiple group comparisons based on structural equation modeling. Significant differences in the school level were found in competence, autonomy, and amotivation: A higher school level was associated with lower competence and autonomy, and with higher amotivation. Concerning the relationships among the variables, the pattern of results was rather complex. First, while parental neglect and over-control had a negative effect on autonomy and a positive effect on amotivation, competence and autonomy had a negative effect on amotivation. Second, we observed differential effects in the school level. The negative influence of parental neglect on competence and autonomy was stronger in elementary and middle school students, while parental over-expectation had a significant negative effect on amotivation only in high school students. Third, we also observed the effect of gender on amotivation. Parental over-control was more effective in male students, but autonomy in female students.