학령기 아동의 놀이성과 우울 및 불안의 관계

Abstract

The purpose of this study is to explore role of playfulness by examining relationship between playfulness and depression and anxiety for children in childhood. To meet the purpose, research questions are 1. Are there differences in playfulness, depression, and anxiety according to children’s gender? 2. How is the effect of children’s playfulness on depression? 3. How is the effect of children’s playfulness on anxiety? Participants of this study are 4th, 5th, 6th grades’ children in two elementary schools located in Changwon city. A total of 981 questionnaires were used for the data analysis and three research tools were used to measure children’s playfulness, depression, and anxiety. Data were analyzed by conducting T-test and multiple regression analysis using SPSS 18.0 program. Results of this study are as follows. First, according to gender difference, boys showed better performance than girls in humor and novelty among playfulness’ sub-factors. Girls showed better scores than boys in independent playfulness. However, no meaningful differences were found according to children’s gender. Second, in relations between playfulness and depression, five sub-factors except fun-indulgence in playfulness showed influences in depression. Results indicated that children who had high performance in humor-sense, independent playfulness, and novelty showed higher performance in depression. On the other hand, children who had high performance in social and emotional playfulness tended to show less depression. Third, in relations between playfulness and anxiety, four sub-factors showed influences in anxiety. Results indicated that children who had high performance in social and emotional playfulness showed higher performance in anxiety. On the other hand, children who had high performance in independent playfulness and novelty tended to show less anxiety. Based on the results, discussion and implication were suggested in terms of providing valuable information about playfulness’ roles as internal characteristics which influence on depression and anxiety of school-aged children.