ScholarWorks@Gyeongsang National University: Kim, Jong Hoon

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Kim, Jong Hoon (김종훈)

사회과학대학 (아동가족학과)

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Tel 0557723417
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Infant:3||Early Childhood Teachers:3||Parenting Behavior:2||성실성:2||parenting efficacy:2||Borich Needs:2||Playfulness:2||아버지:2||individual difference:2||양육효능감:2||또래놀이행동:2||Father:2||conscientiousness:2||SCMS:2||English learning motivation inventory:2||Young Children:2||egoresilience:2||Scale Validation:2||개인차:2||Mediating Effects:2||Emotional Clarity:1||Emotional Intelligence:1||Empathy:1||English learning motivation:1||Factor Analysis:1||Fine motor development:1||Importance and Performance:1||Inservice education:1||Infant Development:1||Infant mental ability:1||Interaction:1||Interpersonal Competence:1||Kindergarten teacher:1||Language Network Analysis:1||Language development:1||Longitudinal mediation analysis:1||Mediating Role:1||Middle School:1||Mindfulness:1||Mother’s Empathy Ability:1||Parent Counseling Competency:1||Parenting Attitudes:1||Play:1||Reflective Thinking:1||Research Trend:1||Research Trends:1||Scale Development:1||SelfControl:1||SelfManagement:1||SelfRegulated Learning:1||SelfRegulation:1||Semantic Network Analysis:1||Social Science Knowledge:1||Social Studies for Young Children:1||SocialEmotional Development:1||Support for Infant:1||TeacherYoung Children Interaction:1||Teachers:1||Teacher’s Efficacy:1||Teaching Efficacy:1||Technology Leadership:1||Technology Selfefficacy:1||Technostress:1||The Locus for Focus Model:1||The Locus for Focus 모델:1||The Locus for Models:1||academic achievement:1||academic failure tolerance:1||affect:1||behavior:1||chidteacher conflict:1||child care teachers:1||childteacher Intimacy:1||coparenting:1||coparenting:1||early childhood teacher education:1||effortful control:1||emotional resiliency:1||emotionality:1||empathy:1||externalizing behavior problems:1||failure tolerance:1||innovative behavior:1||instrumental motivation:1||internalizing behavior problems:1||job crafting:1||learner needs:1||learner perception:1||learning emotion:1||learning motivation:1||negative affectivity:1||neuroticism:1||parenting behavior:1||peer paly behavior:1||peer play behavior:1||peer play disruption:1||preschooler's externalizing behavior problem:1||preschooler's internalizing behavior problem:1||research trend:1||semantic network analysis:1||social support:1||task difficulty preference:1||teacherchild relationship:1||temperament:1||공감:1||공동양육행동:1||교사유아관계:1||기질:1||내재화 문제행동:1||도구적 동기:1||또래놀이방해:1||보리치 요구도:1||보리치 요구도 분석:1||보육교사:1||부모 양육:1||부부공동양육:1||부정적 정서:1||부정적 정서성:1||사회과학 지식:1||사회적 지지:1||상호작용:1||성격:1||성격 5요인:1||성인기질척도(ATQ):1||신경성:1||실패내성:1||양육행동:1||언어 네트워크 분석:1||연구동향:1||영아:1||영아발달:1||영어학습 동기척도:1||외현화 문제행동:1||유아교사 갈등관계:1||유아교사 친밀관계:1||유아교사교육:1||유아사회교육:1||유아의 내재화 및 외현화 문제행동:1||유아의 자아탄력성:1||유치원 교사:1||의도적 통제:1||자기관리:1||자기통제:1||자아탄력성:1||잡 크래프팅:1||정서적 탄력성:1||중요도와 실행도:1||지지하기:1||척도타당화:1||타당화:1||학습동기:1||학습자 인식:1||학습자 필요성:1||학습정서:1||학업성취도:1||혁신행동:1||.영어학습 동기척도:1||현직교육:1||12개월 영아기 부모:1||ATQ:1||ActorPartner Interdependence Model(APIM):1||Big Data:1||Big Five:1||Big Five Inventory:1||Borich needs assessment model:1||Child Care Center:1||Child Care Teachers:1||Cognitive development:1||Competency Needs:1||Counseling Competency:1||Creative Teaching Behavior:1||Daycare Center Teachers:1||Daycare Center’s Adaptation:1||EAS:1||Early Childhood Education:1||Efficacy of Problem Behavior Guidance:1||EgoResilience:1||

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