2021, Vol.11, No.4

Global Creative Leader: Education & Learning 2023 KCI Impact Factor : 1.5

pISSN : 2234-7534
https://journal.kci.go.kr/gcl

The purpose of this study was to analyze the relationships among children’s cognitive play behavior, cognitive ability, conflict resolution ability, motor ability, and achievement motivation. The subjects of this study were 220 young children whose mean age was 63.42 months. The research data were collected by ‘Social and cognitive play scale’,‘ K-WIPPSI-Ⅳ’, ‘Children's conflict resolution ability test’,‘MPTYC’and‘Achievement motivation test’. Pearson correlation and Step-Wise Multi Regression were used to analyze the data. As a result of the study, it was found that among cognitive plays behavior, functional play behaviors had a positive correlation with achievement motivation, and constructive play behaviors had a positive correlation with conflict resolution ability, and achievement motivation. Dramatic play behaviors had a positive correlation with motor ability, conflict resolution ability, and cognitive ability, and games with rules had a positive correlation with motor ability, conflict resolution ability, and cognitive ability. Secondly, The adventurous spirit and task orientation of achievement motivation were found to be positive predictors affecting functional play among children's cognitive play. Self-responsibility of achievement motivation, task orientation, and conflict resolution were found to be positive predictors affecting constructive play. The processing speed of cognitive ability, movement of motor ability, space and time of the cognitive ability, conflict resolution of conflict resolution ability, and interest and enjoyment of achievement motivation were found to be positive predictors affecting dramatic play. Perseverance and passion of achievement motivation, fluid inference of cognitive ability, and confidence in achievement motivation were found to be predictive variables affecting games with rules. These results reveal that several variables affect cognitive play behavior as well as cognitive development, and the basic data to support and expand play can be used.

The purpose of this study is to confirm whether the creative and emotional integration program of elementary students is effective in improving the creativity and emotional intelligence of elementary students. The subject of the study was a random sampling of 34 low-grade elementary students, composed of an experimental group and a comparison group, and doing 12 lessons for 7 weeks. The program effect of the experimental group was confirmed using Lee's (2014) standardized test tool for creativity for elementary students and Moon's (1998) emotional intelligence scale for young children to elementary students. For the collected data, using the SPSS 25.0, pre-test scores were confirmed of two groups’ same level, and there was a significant difference in the results of the two groups. The study results are as follows. The confluence program was not confirmed in emotional ability but positive effects in improving flexibility and thinking sensitivity among creative abilities in elementary students' creativity.

The purpose of this study was to investigate the multi-parallel triple mediation effect of self-determination, self-efficacy, self-future reliance on the relationship between parental attitude and interpersonal relationship competency (relationship, leadership, collaboration) of Adolescents. This study used the National Youth Policy Institute’s ‘A study on measurement of Korean Youth Competency and International Comparison’in 2017 (middle school, 960 of 9th-grade participants). Results obtained from the analyses were as follows. First, leadership was lower than relationship and cooperation. Second, as a result of correlation analysis, parental attitude was more related to self-determination, self-efficacy, and self-future reliance than relationship, leadership, and cooperation. Self-efficacy was most related to relationship (.376), leadership (.462), and collaboration (.408). Third, self-determination, self-efficacy, and self-future reliance completely triple-mediated the relationship between parental attitude and interpersonal competency (relationship, leadership, cooperation). When the three mediating variables were simultaneously input, the direct effect of parental attitude on relationship, leadership, and cooperation was reduced, which was not statistically significant. Finally, the significance and limitations of this study were discussed.