• Title/Summary/Keyword: 또래 사회적 능력

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Social Behaviors, Psychosocial Adjustments, and Language Ability of Aggressive Victims, Passive Victims, and Bullies in Preschool Children (또래 괴롭힘 공격적 피해, 수동적 피해 및 가해 유아의 사회적 행동, 심리사회적 적응과 언어능력)

  • Shin, Yoo-Lim
    • Journal of the Korean Home Economics Association
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    • v.49 no.6
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    • pp.1-12
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    • 2011
  • This study investigated prevalence rates and differences in social behaviors, psychosocial adjustments, and language ability of preschool children who engaged in bully/victim subgroups: aggressive victims, passive victims, bullies, and non-involved. The participants were 297 preschool children and their teachers in Jeju City. The teachers measured children's peer victimization, social behaviors, and teacher-child relationships. Children's language ability and self-concept were also assessed by individual interview. There were significant differences in social behaviors, psychosocial adjustments, and language ability among the bully/victim subgroups. Aggressive victims included in a high risk group characterized by a high level of aggression, ADHD, peer rejection as well as conflicted relationships with teachers. Moreover, they had limited language ability. The findings highlight behavioral heterogeneity among the bully/victim subgroups in early childhood.

The Effects of Peer Group on Adolescent Prosocial Behavior -Focusing on the Comparison between the Peer Influence Model and the Individual Characteristics Model- (청소년의 친사회적 행동에 대한 또래집단의 영향력 검증 -또래영향모델과 개인특성모델의 비교를 중심으로-)

  • Kim, Hak-Lyoung;Kim, Jeong-Hwa;Chung, Ick-Joong
    • Journal of the Korean Society of Child Welfare
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    • no.36
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    • pp.261-288
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    • 2011
  • This study focuses on adolescent prosocial behavior as one of the necessary elements for youth to grow as a healthy member of the society. The purpose of this study is to examine the effects of peer group on adolescent prosocial behavior by comparing the peer influence model and the individual characteristics model. For the study, we conducted hierarchical multiple regression analyses using the data from the Korean Youth General Survey 2008, administered by the Ministry of Health and Welfare. Results show that friends' prosocial behavior had a positive impact, but friends' antisocial behavior had a negative impact on adolescent prosocial behavior. When individual characteristics including self-esteem and empathy were analyzed simultaneously, empathy, self-esteem, friends' prosocial behavior, and friends' antisocial behavior were found to be statistically significant. The strength of association between individual characteristics and adolescent prosocial behavior was greater than that of friends' behaviors. Also, significant moderating effects of individual characteristics on the relationships between adolescent prosocial behavior and friends' behaviors were found. For example, the positive effect of friends' prosocial behavior on adolescent prosocial behavior increased as adolescent's level of self-esteem increased. On the other hand, the negative effect of friends' antisocial behavior on adolescent prosocial behavior decreased as adolescent's level of empathy increased. Based on the findings, both the peer influence model and the individual characteristics model were considered valid in explaining prosocial behavior of Korean adolescents. Finally, implications of this study for positive youth development were discussed.

Social Competence, Language and Literacy Ability of Kindergartners: The Affects of Parent-Child Interaction, Peer Interaction and Teacher-Child Interaction (부모-유아 상호작용, 또래상호작용, 교사-유아 상호작용이 유아의 사회적 유능감과 언어 및 문해 능력에 미치는 영향)

  • Back, Ji Sook;Kwon, Eun Joo
    • Korean Journal of Child Education & Care
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    • v.17 no.2
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    • pp.99-114
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    • 2017
  • This study investigated the affects of Parent-child interaction, peer interaction and teacher-child interaction on kindergartners' social competence, language and literacy Ability. Participants were 1203 children attending panel study on Korean children. It used the 'Social Competence Inventory', 'SECCYD', 'HEQ', 'PIPPS' and the 'Teacher-Child Relation Scale' in collection of data. Collected data were analyzed through the SPSS 18.0 program and pearson's correlation and step-wise multi regression analysis. Findings are as follows. First, there were positive correlations between children's social competence and parent-child interaction, peer interaction and teacher-child interaction. Second, there were positive correlations between children's language and literacy ability and peer interaction and teacher-child interaction. Third, Parent-child interaction, peer interaction were predictable variable affecting the young children's social competence. Fourth, peer interaction and teacher-child interaction were found to be predictable variables affecting the young children's language and literacy ability.

The Moderating Effect of the Sports Activity Satisfaction in the relationship between Adolescents' Communication Skills and Positive Self-concept within Peer Group (청소년 또래집단 내 커뮤니케이션 능력과 긍정적 자아개념과의 관계에서 스포츠활동 만족도의 조절효과)

  • Kim, Ki-Sup;Chang, Ik Young
    • Journal of Digital Convergence
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    • v.15 no.3
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    • pp.365-373
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    • 2017
  • This research aims to verify the moderating effect of sports activity satisfaction in the relationship between adolescents' communication skills and positive self-concept within peer group. To achieve this purpose, this study extracted 250 samples from five boys high schools in Gyeonggi-do, and used survey of 232 students for actual analysis excluding the surveys with unfaithful answer or double entry. Questionnaire was used as a tool for collecting data and conducted frequency analysis, correlation analysis and moderator regression analysis to analyze the collected data. This study drew the following results. It was identified that sub-factors of sports activity satisfaction as social, physical, environmental and educational satisfaction have the moderating effect in the relationship between adolescents' communication skills and social self-concept with peer group. In other words, communication skills within adolescents' peer group play an important role in improving positive self-concept, but when sports activity satisfaction put as a moderating variable, adolescents' positive self-concept would be more improved.

Influence of Empathy, Aggression, Self-Esteem on Social Preference and Social Impact in Preschoolers (유아의 사회적 선호도 및 영향력과 공감능력, 공격성 및 자아존중감의 관련성)

  • Oh, Myung Ja;Shin, Yoo Lim
    • Korean Journal of Child Education & Care
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    • v.19 no.3
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    • pp.171-182
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    • 2019
  • Objective: The purpose of this study was to investigate the effects of empathy, aggression, and self-esteem on social preference and social impact in preschoolers. Methods: The participants were 307 five year olds who were recruited from day care centers and preschools located in Seoul and Gyeonggi province. Social preference and social impact was measured with peer nominations. Empathy and aggression were measured by teacher ratings. Moreover, self-esteem was asessed using self-reports. The data was analysed using Pearson correlation and hierarchial regression. Results: Findings indicate that social preference is associated with empathy, however, social impact was associated with physical as well as relational aggression. Conclusion/Implications: The findings suggest that the practice of physical and relational aggression may be related with peer status as early as preschool.

A Study on Variables related to Positive and Negative Peer Interactions of Young Children (유아기 긍정적.부정적 또래상호작용에 관련된 변인 연구)

  • Lee, Jee Hee;Kim, Hye Youn
    • Korean Journal of Childcare and Education
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    • v.8 no.6
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    • pp.301-322
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    • 2012
  • The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.

A Study on the Differences of Creative Leadership according to Preschool Children's Peer Popularity (유아의 또래 인기도에 따른 창의적 리더십의 차이연구)

  • Mun, Byung-Hwan;ong, Ji-Myeong;Kim, Hee Young
    • Korean Journal of Childcare and Education
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    • v.9 no.3
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    • pp.33-51
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    • 2013
  • This study identifies the differences of creative leadership according to preschool children's peer popularity. The subjects of this study were 178 5-year-old children in institutes of early childhood education in G city and all collected data were analyzed by t-test. The results of the study are as follows: 1) Children's Peer Popularity and creative leadership in the overall score, and sub-elements such as creative thinking, self-management, respect for others and community care ability of young children have a positive relationship. 2) there were statistically significant differences in the whole creative leadership and sub-elements(creative thinking, self-management, and social leadership, respect for others and community care ability) depending on peer popularity. It suggest that the results of this study have a great value to provide fundamental data for the development of peer relation building program to enhance creative leadership.

The Role of Language Development in the Relation from Home Environment to Peer Competence of Young Children (유아의 가정환경과 또래유능성의 관계에서 언어발달의 역할)

  • Chang, Young Eun;Sung, Mi Young
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.1-18
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    • 2015
  • The purpose of this study was to investigate the effects of the home environment of young children on their language and the quality of peer competence. The current study hypothesized that when the home environment of young children is desirable, the young children would be more likely to develop better language skills, which in turn, predict greater peer competence and lower levels of aggression and withdrawal in the interaction with peers at child care settings. The study used data of 1,802 families who have been participating in the Korean Child Panel Study since 2008. The results revealed that there was a significant relation from both positive home environment and better language skills to more positive play interaction and reduced play disruption and play disconnection. Home environment significantly predicted better expressive language development of young children and, in turn, higher scores on expressive vocabulary tests predicted greater peer competence and less negative play behaviors rated by child care providers. Statistical tests proved that the mediational effects of language skills between home environment and toddler's peer relationships were statistically significant. The study results emphasized the importance of language development in children's expanding social settings and the supporting role of rich and stimulus home environments in children's development.

The Relationship between Children's Representation of Mother and Social Competence : Representation of Peers as a Mediating Variable (어머니에 대한 표상과 아동의 사회적 능력과의 관계: 또래 표상의 매개효과를 중심으로)

  • Jung, Myung-Jin;Kim, Kwang-Woong
    • Korean Journal of Child Studies
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    • v.30 no.6
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    • pp.523-534
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    • 2009
  • This study examined the mediating role of representation of peers on the relations between children's representation of mother and social competence. Subjects were 547 elementary school children. Baron and Kenny's model (1986) was used to investigate mediating effects. Results were (1) there were no differences in the representation of mother by gender. Girls had more positive representation of peers than boys. (2) Girls' representation of mother had more influence on social competence than boys'. (3) Girls' representation of peers had more influence on social competence than boys'. (4) Representation of peers mediated relations between representation of mother and social competence. Girls' representation of peers had more mediating effect than boys'.

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The Effect of Children's Peer-Relationship and Teacher-Child Relationship on Social Competence (유아의 또래관계 및 교사와의 관계가 사회적 능력에 미치는 영향)

  • Jeon, Kyung-Ah;Lee, Jin-Sook
    • Korean Journal of Human Ecology
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    • v.12 no.5
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    • pp.659-668
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    • 2003
  • The purpose of this study was to investigate the effect of children's peer-relationship and teacher-child relationship on the social competence. The subject of this study consisted of 115 children aged $4{\sim}5$ attending child care centers in Jeon-ju. Peer-relationship was assessed by the peer nomination measure. The teacher-child relationship and the social competence were evaluated by teacher's questionnaire. The results of this study were as follows : There were significant differences according to sex in teacher-child relationship and social competence. Social competences differed among popular, rejected and neglected children's groups. Teacher-child relationship significantly related with the social competence : The intimacy was positively and the conflict negatively related with the social competence. Intimacy, conflict, anxiety of teacher-child relationship accounted for 58% of the social competence variance. Intimacy of teacher-child relationship appeared to be the most important variable.

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