• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.49-66
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• 2005

The purpose of this study is to compare the peer relations of the gifted students in science and ordinary students. To this study, the questionnaire to access students' satisfaction with their peer relations, students' feeling of loneliness, and the quality of peer relations was conducted to the subjects of 147 gifted students in science and 253 ordinary students in Korea. In the peer relations at the ordinary class, the significant difference between them was found in the students' feeling of loneliness, so the gifted students showed a little lower feeling of loneliness than the ordinary students. Also, the significant difference was found in the quality of peer relations. In the perception of the gifted students' peer relations at the gifted and ordinary class, satisfaction with their peer relations and the quality of peer relations were showed the significant differences. There was more mutual peer relations between the gifted than the ordinary students.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06c
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• pp.82-84
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• 2006

최근 청소년의 교우관계에 있어서 집단 따돌림이 사회적으로 큰 문제가 되고 있다. 본 논문에서는 학생들의 교우관계를 보다 객관적으로 분석하는 방법을 제안한다. 우선 분석을 위한 객관적인 데이터로 교우관계 정보를 묵시적으로 내포하고 있는 통신이력 데이터를 사용한다. 다음으로 교우간 친밀도(degree of faniliarity) 개념을 정형적으로 정의하고, 여러 통신도구에서 발생한 통신이력 데이터를 기반으로 교우간 친밀도를 수학적으로 계산하는 방법을 제안한다. 다음으로, 계산한 교우간 친밀도를 사용하여 집단 따돌림의 가능성이 높은 학생을 파악한다. 이는 집단 따돌림 가능성이 높은 학생은 다른 학생으로부터의 통신 시도가 적을 것이라는 직관에 기반한다. 마지막으로, 제안한 방법의 실용성을 입증하기 위하여, 실제 구현 및 분석 실험을 수행하고, 그 의미를 해석한다. 이 같은 결과를 볼 때, 본 연구는 학생들의 교우관계를 보다 객관적으로 파악할 수 있는 매우 우수한 결과라 사료된다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.2
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• pp.605-612
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• 2013

The purpose of this study is to examine the effectiveness of peer relation improvement program on peer relation in children of multi-cultural families. To test of the effectiveness of the program, this study employed pretest-posttest control group design. Total 18 multi-cultural families' children have completed the program, 9 children were in experimental group, whereas 9 ones belonged to control group, the date were analyzed by Wilcoxon singed rank test and Mann-Whitney U test. As the result, The peer relation improvement program was verified to effect on children' peer relation Improvement The limitations of the study were discussed, as well as the application of the study results and recommendations for additional exploratory research.

• Journal of KIISE:Software and Applications
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• v.33 no.8
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• pp.730-740
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• 2006

In recent years, bullied students and rogue groups in teenagers make many serious social problems. In this paper we propose a novel approach that more objectively analyzes peer relationships among students. As the data for objective analysis, we use communication history records that are collected from various communication tools such as telephones, e-mails, and messengers. We use the simple intuition that communication history records implicitly contain peer relationship information. And, we adopt data mining techniques for the more systematic analysis. The proposed peer relationship analysis consists of the following steps. First, we formally define the notion of degree of familiarity between friends, and present mathematical equations that compute the degree based on communication history records. In the proposed method, we use the intuition that the degree of familiarity from student x to student y becomes higher as x makes the more communications with y. Second, by using the degree of familiarity between students, we find out the students who are potentially bullied. This procedure is based on the assumption that a bullied student may have a very small number of history records from other students to him. Third, we adopt the clustering technique, one of the most representative data mining techniques, to find out meaningful student groups by using the degree of familiarity. To use the clustering technique, we formally define the notion of similarity between friends based on the degree of familiarity, and perform clustering using the notion. Last, to show the practicality of the proposed method, we have implemented the method and interpreted the meaning of the experimental results. Overall, we believe that our research result provides an effective framework that analyzes peer relationships more objectively and more systematically.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.290-300
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• 2021

This study is to verify the mediating effect of the relationship between peers and teachers in the effect of parental over-involvement on the life satisfaction of adolescents. The research method is analyzing 1,964 high school students in 2016 from the 4th panel survey of the Korea Children and Youth Panel Survey(2010-2016) by AMOS 22.0. First of all, The life satisfaction level of youth was 2.972 points out of 4, 2.234 points for parental over-involvement, 3.211 points for peers and 3.080 points for teacher relations, and the analysis results were as follows. First, parental over-parenting had a negative effect on the relationship between peers and teachers. Second, parental over-parenting had a negative effect on the life satisfaction of adolescents. Third, the relationship between peers and teachers had a significant positive effect on the life satisfaction of adolescents. Fourth, the relationship between peers and teachers was found to have a partial mediating effect on the effect of over-parenting on the life satisfaction of adolescents.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.757-777
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• 2012

Peer relationships in young students' communities are one of the important factors influencing the cognitive and affective domains of learning. Moreover, students who join the special program for gifted students possess differential peer relationships from the students in general classes. This study aims to explore the differences of 5th grade five science-gifted students' peer relationships between students in special classes for gifted students and general classes. Five students in the special program for gifted students, managed by the Office of Education in a southern city, participated in this study. Social network analyses were utilized to explore participants' peer relationships; the students' homeroom teacher was interviewed to explore the contextual and in-depth characteristics of gifted students' peer relationships. The results illustrated four cases of peer relationships: (1) smart loner (2) my study mate (3) I'm the best in my class, and (4) a good friend anywhere. This study identified that the gifted students possessed diverse peer relationships in both the special program and general classroom. In addition, this study suggests that the program for gifted students needs to be specially designed based on the gifted students' peer relationship.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.161-162
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• 2019

교사의 자리 배치와 교우관계 형성의 관계성을 밝히려는 목적으로 2016년에 일반계 고등학교 3학년 문과반 학생 28명을 대상으로 사회 네트워크 분석을 하였다. 연구결과 학급 내 하위네트워크가 4개를 발견하였고, 친밀도가 가장 낮은 학생을 전체 네트워크의 구조적공백에 위치하였을 때, 긍정적인 교우관계를 확인하였다.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.539-548
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• 2014

The purpose of this study was to analyze the predictors of peer relationship and the dysfunctional family on life adjustment in university. The participants of study were 415 university students in Seoul province. A survey was carried out using convenient sampling, and correlation analysis and multiple regression were conducted. The results were summarized as follows: First, as for the peer relationship, dysfunctional family and life adjustment in university, all of the subvariables except for conflict, distrust and university of adaptation show significant correlations. Second, a multiple regression analysis showed that, in order of significance, conflict resolution, problem parents, recognition and attention variables significantly affected life adjustment in university. This has implications for the prevention of misfit university students, the related program development, and various policy establishments.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.1-14
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• 2017

This study aims to understand the influences that emotional and behavioral problems, relationships with parents, peer groups and teachers have on school refusal tendency and their routes targeting for 546 students of the 1st and 2nd grades in the boys' and girls' middle schools in G city and to conduct a path analysis by using Pearson's product-moment correlation and LISREL program. The results are the followings: First, significant correlation is shown in the all relationships, excluding the external problems out of emotional and behavioral problems, social support factor out of teachers-related variables, negative support factor out of parents-related variables. Second, emotional and behavioral problems have highly direct influence on school refusal tendency and relationship with parents without any meditator effect and has indirect influence on relationships with peer groups and teachers without having statistically significant and direct influence. Also, relationship with peer groups has statistically significant and negative effect on school refusal tendency without having statistically significant and direct influence, teachers relationship has statistically significant and direct effect on school refusal tendency and relationship with parents has indirect influence on school refusal tendency through relationship with peer groups and teachers relationship without having statistically significant and direct effect.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.106-115
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• 2020

The aim of this study is to verify whether mediated effect on classmates and teachers occurs while child abuse and neglect have an effect on community sense. For the purpose of this study, among the Korean Children and Youth Panel, data of freshmen from elementary school are gathered through a follow-up survey for 7 years(2010-2017) and data of about 2,001 children are investigated. Also, The research issue -'will there be mediated effect in the relationship between child abuse and neglect and community sense'- is verified by the structural method and presented as follows. First, child abuse and neglect have no significant effect on community sense directly. Second, child abuse and neglect(β=-.663) are found to have a negative influence meaningfully on relationship with classmates and teachers. Third, relationships with classmates and teachers(β=.664) are shown to have a significant positive effect on community sense. Fourth, When child abuse and neglect have an influence on community sense, mediated effect on classmates and teachers(β=-.440) has a meaningful negative effect, Based on these findings, the recommendations for implementing youth welfare are described.