본 연구의 목적은 유아의 자아탄력성과 또래상호작용 간 관계에서 교사-유아 관계의 매개효과가 어떠한지를 알아보는데 있다. 이를 위해 담임교사가 유아교육기관의 일과 속에서 평소 관찰한 유아의 행동특성을 토대로 만 3～5세 유아 619명의 자아탄력성, 교사-유아 관계 및 또래상호작용 검사를 실시하였다. 수집된 자료는 상관관계 분석 및 매개변인 분석절차에 따른 회귀분석을 실시하였다. 연구결과는 첫째, 자아탄력성, 또래상호작용 및 교사-유아 관계 간에 대부분 상관관계가 있는 것으로 밝혀졌다. 둘째, 유아의 자아탄력성과 긍정적 또래상호작용의 관계에서 교사와 유아 간 친밀감의 매개효과가 나타났으며, 자아탄력성과 부정적 또래상호작용의 관계에서 교사와 유아 간 갈등 및 의존성의 매개효과가 나타났다. 이러한 연구결과는 유아의 자아탄력성과 긍정적 또래상호작용의 관계에서 교사-유아 간 친밀 관계의 매개 역할을 통해 긍정적 또래상호작용을 더욱 증진시킬 수 있는 반면, 교사-유아 간에 갈등과 의존성이 존재할 때 부정적 또래상호작용이 더욱 강화될 수 있음을 시사한다.

The purpose of this study was to investigate the mediating effect of teacher-child relationship on the relationship between children's ego-resilience and peer interaction. For this study, I evaluated ego-resilience, teacher-child relationship and peer interaction based on behavioral characteristics of young children in the kindergarten observed by teachers in charge. The subjects of this study were 619 children aged 3 to 5 years old. The finding of this study were as follows. First, there were positive correlations between children's ego-resilience and intimacy in the teacher-child relationship, but negative correlations between children's ego-resilience and conflict and dependency in the teacher-child relationship. And there were positive correlations between children's ego-resilience and positive peer interaction, but negative correlations between children's ego-resilience and negative peer interaction. Also, there were positive correlations between intimacy in the teacher-child relationship and positive peer interaction, but negative correlations between conflict and dependency in the teacher-child relationship and negative peer interaction. Second, mediating effects of intimacy in teacher-child relationship appeared on the relationship between children's ego-resilience and positive peer interaction, and mediating effects of conflict and dependency in teacher-child relationship appeared on the relationship between children's ego-resilience and negative peer interaction. Therefore, in order to enhance positive peer interaction, it is important to improve children’s ego-resilience and intimacy in teacher-child relationship. And in order to reduce negative peer interaction, it is important to resolve conflict and dependency in teacher-child relationship.