• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.273-299
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• 2011

The purpose of this research was to examine the relationship of mother's emotional expressiveness, parenting self-efficacy, verbal control style and children's peer interaction, ability to solve interpersonal problem in an attempt to help improve mother's practical parenting style for promoting children's peer interaction and ability to solve interpersonal problem. The subject of this research were four to five year-old 212 children from five day care center in J city and their teachers. Teachers were tested by questionnaires and children were interviewed. There were the results of this research. There were significant positive correlation among mother's positive emotional expressiveness, positive peer interaction and ability to solve interpersonal problem. There were significant positive correlation among negative emotional expressiveness, negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation between parenting self-efficacy and positive peer interaction. There were significant positive correlation among imperative verbal control pattern and negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation among hierarchical verbal control pattern and negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation among humanitarian verbal control pattern and positive peer interaction and ability to solve interpersonal problem. There were significant negative correlation between parenting self-efficacy and negative peer interaction. There were significant negative correlation between imperative verbal control pattern and positive peer interaction.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.121-134
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• 2005

Data were collected by peer nomination and sociometric nomination when children were in 4th grade and again two years later, Concurrent results of peer nominations were that prosocial children were more accepted while overtly/relationally aggressive children were more rejected by peers. Peer acceptance of males at Time 1 affected peer acceptance at Time 2. Peer rejection of females at Time 2 wasn't affected by overt aggression at Time 1. Cross-sectional results of social status were that rejected and controversial children showed higher levels of overt aggression than any other group. Popular children were most prosocial; rejected children were least prosocial. In the prospective view, aggressive males remained more rejected than any other group. Rejected children remained least prosocial.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.191-205
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• 2008

This study explored gender differences in social status, acceptance/rejection, perceived popularity, social emotions, avoidance and anxiety by participant roles in bullying situations. Subjects were 215 6th grade children. Instruments were the Participant Roles (Sutton & Smith, 1999), Peer Nomination (Coie & Dodge, 1983 Cillessen & Mayeux, 2004), Social Avoidance and Social Anxiety (Franke & Hymel, 1984) scales. Results showed that more boys than girls were in pro-bullying participant role groups; more girls than boys were in outsider groups. Boy pro-bullies were high in social rejection. Boy defenders were high in popularity and low in social avoidance. Boy outsiders had high social anxiety. Girl victims had low social status, low social acceptance and lowest perceived popularity; they were high in social avoidance and social rejection.

• Journal of the Korean Home Economics Association
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• v.38 no.1
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• pp.9-23
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• 2000

This study was designed to test the differences in children's social information-processing patterns and bahavioral characteristics among four different groups of peer status, and to evaluate the predictability of peer status from social information-processing and social behavior. In addition, age and sex differences were assessed. The subjects were 80 boys and 80 girls identified as popular, average, neglected, and rejected by their peers in the first and the third grade. They responded to a sociometric test and three hypothetical social dilemmas, while behavioral characteristics were rated by their teachers. The data were analyzed by ANOVAs, and discriminant analyses. The results showed that children's social information-processing patterns were not significantly different by peer status except the number of interventions requested. Whereas children's behavioral characteristics were different by peer status in all of the four domains. Children's social information-processing patterns and behavioral characteristics were different in part by age and sex. The important predictors of peer status were hyperactive-distractive, anxious-withdrawn, sociable-prosocial behaviors, and the number of interventions requested.

• Journal of the Korean Home Economics Association
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• v.32 no.1
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• pp.119-132
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• 1994

The purpose of this study was to investigate children's self-perceptions of social competence in three different levels of peer status and to determine the degree of congruence between children's perceptions and teachers' ratings of social competence. The subjects were 46 bpys and 44 girls identified as popular neglected and rejected by peers in preschool and in first and second grades. A sociometric test was used to identify children's peer status. Children's self-perceptions were assessed by the social Competence Scale for Young Children and teachers' assessment of children's competence was collected by a rating scale. The data were analyzed by 3-way ANOVA 2-way MANOVA for repeated measures and pearson product-moment correlations. The results showed that children's self-perceptions of social competence were generally positive and not significantly different by peer status and grade level in three of the four domains. For the maternal acceptance domain the degree of acceptance perceived by neglected group decreased with grade while those of popular children increased. The degree of congruence between children's perceptions and teachers' ratings were different by peer status. Popular children's estimation of their social competence was more congruent with teachers but neglected and rejected children overestimated their competence.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.321-334
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• 2013

The purpose of this study was to examine the relationship of father's verbal control modes, children's self efficacy, social competence and interactive peer play. The subjects were pairs of 195 three, four and five year-old-children and their fathers. Data were analyzed with mean, standard deviation, and bivariate correlation. Results indicated that father's verbal control modes were significantly correlated with children's self efficacy, social competence and interactive peer play. Father's person-oriented control verbal mode was positively related to children's self-recognition, self-emotion, social competence, leadership and interactive peer play while imperative control verbal mode was negatively related to children's instability, interrupted play behavior, and disturbed play behavior.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.5-19
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• 2000

This study investigated the relationship between the sociometric status(1) of a target child and the target child's most preferred peer, and (2) of the quality of their friendship between the two peers. Each of the subjects (238 boys, 6, 8, and 10 years of age) nominated 3 preferred peers answered questions about the preferred peers with the use of the Friendship Quality Scales. Results indicated that the sociometric status of children aged 8 and 10 were positively related to that of their most preferred peers. Reciprocal friendships, however, were more frequently observed among children in high sociometric status compared with those in low sociometric status. The quality of friendships among popular children was higher than that of rejected children. The quality of friendships between popular and rejected children was lower than friendship between rejected and rejected children.

• Korean Journal of Social Welfare Studies
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• v.45 no.2
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• pp.5-30
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• 2014

This study sought to identify developmental trajectories of bullying victimization from late elementary school through early high school, and to examine internalizing and externalizing problem outcomes associated with the trajectory group membership. Data from Seoul Panel Study of Children were collected annually over a 7-year period from 5th grade of elementary school through 2nd grade of high school (2005~2011). Latent class growth analysis yield three trajectory classes corresponding to stable low (81.2%), stable high (3.5%), and declining bullying victimization (15.6%). Findings from analysis of covariance indicated that students in both stable high and declining trajectory groups reported significantly higher means in internalizing behavior (withdrawal, depression/anxiety, and suicide ideation), compared to those in the stable low group. For externalizing behavior such as aggression and juvenile status offense, students in the stable high group showed higher means, compared to those in the stable low and declining trajectory groups. Developmental pattern of bullying victimization over multiple development stages and associated internalizing and externalizing outcomes are discussed as are the implications for the bullying prevention.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.2
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• pp.290-301
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• 2011

The purposes of this study were to test differences in conflict-resolving strategies and emotional intelligence based on children's peer status, and to verify the discriminance of conflict-resolving strategies and emotional intelligence for peer status. 58 popular children and 52 rejected children from 4 elementary school were selected, and the data were analyzed with independent sample t-test and discriminant analysis. The research findings are as follows: First, negotiation- and cooperation-strategies (sub-factors of conflict-resolving strategy) and emotional intelligence showed statistically significant differences between popular children and rejected children, while other sub-factors of conflict-resolving strategy and sub-factors of emotional intelligence showed indifference between them. Second, negotiation- and cooperation-strategies among 4 sub-factors of conflict-resolving strategy and 5 sub-factors of emotional intelligence were the most discriminant predictors for children's peer status. The results suggest systematic teacher training and program for the rejected children's improvement of negotiation- and cooperation-strategies in their peer relations.

• Korean Journal of Child Studies
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• v.32 no.5
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• pp.121-134
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• 2011

The purposes of this study were to test the differences in communicative competence and conflict-resolving strategies between both popular and rejected children, and to thereby verify the discriminance of communicative competence and conflict-resolving strategies for both types of children. 52 popular children and 41 rejected children from among a pool of 202 6th grade elementary students were selected, and the data were analyzed by means of independent sample t-test and discriminant analysis. The research findings are as follows : First, listen up (sub-factors of perceiving), self-presentation, planning, and coding revealed statistically significant differences between the popular and the rejected children. Second, only negotiation and cooperation strategies revealed any statistically significant differences between the popular and the rejected children, while other sub-factors of conflict-resolving strategies indicated broad indifference between them. Third, it was only the factor of planning among 5 factors of communicative competence and 4 factors within conflict-resolving strategies which indicated that it was the most discriminant predictor between the popular and the rejected children. These results suggest that a comprehensive program is needed to improve the communicative competence and conflict-resolving strategies of rejected children.