• Journal of Families and Better Life
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• v.24 no.4 s.82
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• pp.141-149
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• 2006

This study investigated cross-informant measures of peer group victimization. The subjects were 460 children in the fifth and sixth grades. Children completed questionnaires that assessed their own victimization feelings of loneliness, and self-perception. They also completed peer nominations concerning peer acceptance and rejection. The results suggest that self-reported victimization is more predictive of loneliness and self-perception, whereas victimization from peer nominations is more predictive of peer rejection and acceptance.

• Journal of the Korean Home Economics Association
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• v.48 no.10
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• pp.25-35
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• 2010

This study examined the potential mediating mechanisms underlying the association between peer victimization and school adjustment. 521 children in the fifth and sixth grades were recruited from primary schools in Korea. Peer nomination and self-reports were used to measure peer victimization, cognitive representations, and school avoidance. Academic achievement records were obtained from official school records. The findings indicated that peer victimization contributed to school avoidance and academic achievement by different pathways. The association between peer victimization and school avoidance was indirectly mediated by perceptions of the self and peers. In contrast, peer victimization was directly associated with academic achievement.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.33-48
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• 2018

The purpose of this study was to explore five-year-old popular child's behavior patterns through participant observation and to analyze the collected data with qualitative method. One popular child was selected from D child care center of P city in Kyeonggi province. Peer-nomination method was used to select the popular child. Participant observation was conducted from April to November in 2017 through 36 observations in free choice activities. As well as observation records, formal and informal interview records with parents and teachers, parent counseling journals, observation journals, and child's personal records were used to understand the popular child. Three steps, including recording, coding, and making themes, were conducted to analyze the data. The main results of the research were as follows: The behavior patterns of popular child in this study presented both positive and negative sides. The positive behavior patterns included consideration, responsibility, high concentration, and a sense of humor. The negative behavior patterns showed control and exclusion. This study has implications for development of educational program and environment to enhance positive peer relationship.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.51-66
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• 2009

This study aims at examining how it becomes to change the interpersonal cognitive problem solving ability development of elementary rejected children when teacher practices counseling strategy in classroom To do this, 130 fifth-graders of 4 classrooms from H Elementary School in B City went through Ahn Ie-hwan's(2007) social status type system by using the peer nomination, Then, 21 children were labeled as rejected children. Among them, 16 children were divided into experimental group & control group, 8 for the each group. In order to improve the interpersonal cognitive problem solving ability of rejected children with teacher's counseling strategy in classroom used in this study, 5 weeks activity made according to the level of classroom was carried out in four sides, that is, setting of classroom structure-environments, classroom activities, counseling activities, cooperative learning method, referring to Dreikurs'(1971) 'The counseling strategy in classroom' composed of self-discipline, cooperation, mutual respect, shared responsibility, and social equality. This study obtained the following results. First, There was a significant effect in improving the interpersonal cognitive problem solving ability of rejected children. Looking into sub-factors, there was a significant effect in improving consequential thought and method-ends thought except alternative solution thought and causal thought. Second, there was a significant difference in social status & change of 5 types of children in social status in the respective classrooms when those of the experimental group where teacher's counseling strategy in classroom carried out and those of the control group where teacher's counseling strategy in classroom not carried out were compared. To conclude the results mentioned above, We can see the fact that the counseling strategy in classroom positively affected interpersonal cognitive problem solving ability.