{"title":"幼儿教师的情绪清晰度和人际交往能力在正念与问题行为指导效果之间的中介效应","authors":"Jong-Hoon Kim","doi":"10.5762/kais.2023.24.11.89","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":112431,"journal":{"name":"Journal of the Korea Academia-Industrial cooperation Society","volume":"877 ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Mediation Effects of Early Childhood Teachers’ Emotional Clarity and Interpersonal Competence between Mindfulness and Efficacy of Problem Behavior Guidance\",\"authors\":\"Jong-Hoon Kim\",\"doi\":\"10.5762/kais.2023.24.11.89\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":112431,\"journal\":{\"name\":\"Journal of the Korea Academia-Industrial cooperation Society\",\"volume\":\"877 \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-11-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of the Korea Academia-Industrial cooperation Society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5762/kais.2023.24.11.89\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Korea Academia-Industrial cooperation Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5762/kais.2023.24.11.89","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Mediation Effects of Early Childhood Teachers’ Emotional Clarity and Interpersonal Competence between Mindfulness and Efficacy of Problem Behavior Guidance