• Korean Journal of Culture and Social Issue
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• v.16 no.3
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• pp.385-422
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• 2010

This study examines adolescent delinquent behavior and the influence of friends, focusing specifically on friends' delinquent behavior and the influence of self-efficacy, parent-child conflict and parental control. A total of 1,399 adolescents attending five different high schools (male=642, female=756, consisting of 915 student attending high school and 484 students attending vocational high school) completed a questionnaire developed by Ahn, Hwang, Kim and Park (1997) and Bandura's (1995a) self-efficacy scale. Results indicate that those students who attend high school had parents with higher education, socio-economic status and better studying environment at home, while students attending vocational high school had higher parent-child conflict. Students attending high school had higher self-efficacy scores, while students attending vocational high school had higher scores on delinquent behavior. The results of LISREL analyses revealed a similar pattern for high school and vocational high school students. Combined analysis indicate that friends' delinquent behavior, parent-child conflict and parental control had direct and positive effect on students' delinquency behavior. Self-efficacy had a direct and negative influence of delinquency behavior. Similar pattern was obtained for friends' delinquency behavior, in which self-efficacy had a direct and negative influence of their delinquency behavior and their parent-child conflict and parental control had direct and positive effect on their delinquency behavior. In summary, those students who had lower self-efficacy, higher parent-child conflict and parental control, and with friends who are more likely to engage in delinquent behavior, had higher scores on delinquent behavior. Also, those students who had friends with lower self-efficacy scores and with higher parent-child conflict and parental control are more likely to engage in delinquent behavior, which in turn influenced their delinquent behavior. Friends' delinquent behavior had the greatest influence on students' delinquent behavior indicating the role of friends in influencing delinquency among adolescents.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.123-139
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• 2009

The purpose of this study was to verify the effects of a conflict resolution program on conflict resolution strategies and friendship quality of children. The subjects of this study were higher-grader students of elementary school. Out of the students, 18 were into the experimental group, while the rest were into the control-group. The experimental design was the pretest-posttest control group design, and the 50-minutes conflict resolution program was treated for the experimental group twice per week (a total of 11 sessions). The scale of conflict resolution strategies presented by Ha Ji Wean (2005) and the scale of friendship quality of children presented by Rhee Un Hai and Koh Yun Joo (1999) were used as the measurement tools in this study. In order to supply the limitations of quantitative data, the journals of group participation of each session and the participation reports after the completion of the program were qualitatively analyzed. The results of hypotheses verification were as follows; First, conflict resolution strategies conflict was significant difference in enhancement of the compromising-integrating strategy and the obliging strategy, and reduction of the dominating strategy. Second, friendship quality was significant difference in enhancement of the friendship positive function, and friendship satisfaction, and in reduction of the friendship negative aspect, The results of the study confirmed that the conflict resolution program affected both conflict resolution strategies and the friendship quality of children.

• The Korean Publising Journal, Monthly
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• s.113
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• pp.6-7
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• 1992

아침 저녁 제법 신선한 바람이 분다. 아득히 먼곳 어디선가 가을이 오고 있는 것이다. 바람이 좋은 가을날은 역마살이 꾀기 참 좋은 때이다. 여행이 역마의 또다른 이름이며 여행의 최대의 친구, 역마의 제일 가까운 친구가 책이라는 생각이 든 것은 최근 1,2년 사이의 일이다.

• Korean Journal of Human Ecology
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• v.6 no.1
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• pp.15-27
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• 1997

The purpose of this study was to examine the effects from social supports and global self-worth on stresses for the children. The subjects were 438 children of the 5th grade in Elementary School and the first grade in Junior High School in Taejeon. The instruments used for this study were Children's Social Support, Global Self-Worth and Stress Scale. The data were analyzed using t-test, Pearson's correlation, multiple regression and path analysis. The main results of the study were as follows; 1. The stresses were different depending on age. When the family and the teacher give higher social supports, the 5th graders have higher global self-worth. When the family gives higher social supports, the stresses were decreased for the 5th graders. When the children have higher global self-worth, the stresses were decreased. 2. When the first graders in Junior High School experienced higher global self-worth and social supports from their friends, family, teacher, the stresses were decreased. 3. The first graders in Junior High School experienced more stresses than the 5th graders in Elementary School in parent-related and academic-related domains. But the first graders in Junior High School experienced less stresses than the 5th graders in Elementary School in friend-related domains. 4. The path analysis showed that social supports from friends and family explained 15% of the stresses for the 5th graders in elementary school. Social support from friends, family, and teacher explained 28% of the stresses for the first graders in Junior High School. 5. For the 5th graders in Elementary School, social supports from friends and family had direct influences on the global self-worth. And the global self-worth had direct influence on children's stresses. But for the first graders in Junior High School, social supports from friends, family, and teacher had direct influences on the global self-worth. And the social supports from friends had direct and indirect effects on children's stresses. 6. For predicting the stresses, the most significant variable was the global self-worth for the 5th graders in Elementary School and the first graders in Junior High School.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.2 no.4
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• pp.135-151
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• 2007

A 5 days working system and a 6 days working system will be put in force at a food service consumption behavior of company workers. As a 5 days working system have adopted company, which the number of employee is more than 50, from July 1, 2007. The purpose of this paper is to study the In food service consumption behavior of company workers. There is no doubt that it is only way of surviving In current society to analyze the change of social situation and actively cope with the development. Especially, in the field of restaurant industries, they have to be equipped with a great store of experience and skill, theory and practical business, pertinent and rapid disposal. Consequently, it is very important to know the objective and practical knowledge for the restaurant industries trend by having a through grasp of the need of consumer and their propensity to consume. In order to study motives of eating-out and restaurants selection, office workers, who live in the national capital region, are interviewed. The period of interview is from Oct 1 to Nov 20, 2007. According to the result of interview, The most workers prefer to eating-out on week with family and friends. But family is eating-out the more preference to weekend compare to friends. And it is deduced that restaurant near tourist resorts or outside the city rather than in downtown will be prosperous with this result. That is to say, workers go out to eat delicious food regardless of traffic problem and distance, with the increase of national income and the car holding. This paper is worthy of notice in terms of trying to find the relevance between the working system and the restaurant industries development. In after research, I expect the more synthetic and deeper study should be made though the more technical methods.

• KIISE Transactions on Computing Practices
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• v.22 no.8
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• pp.375-380
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• 2016

The proliferation of online social networking services (OSNSs) and smartphones has enabled people to easily make friends with a large number of users in the online communities, and interact with each other. This leads to an increase in the usage rate of OSNSs. However, individuals who have immersed into their digital lives, prioritizing the virtual world against the real one, become more and more isolated in the physical world. Thus, their socialization processes that are undertaken only through lots of face-to-face interactions and trial-and-errors are apt to be neglected via 'Add Friend' kind of functions in OSNSs. In this paper, we present a friend recommendation system based on the on/off-line contextual information for the OSNS users to have more serendipitous offline interactions. In order to accomplish this, we modeled both offline information (i.e., place visit history) collected from a user's smartphone on a 3D tensor, and online social data (i.e., friend relationships) from Facebook on a matrix. We then recommended like-minded people and encouraged their offline interactions. We evaluated the users' satisfaction based on a real-world dataset collected from 43 users (12 on-campus users and 31 users randomly selected from Facebook friends of on-campus users).

• Informatization Policy
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• v.26 no.2
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• pp.46-61
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• 2019

This study constructs an integrated model for university students' smart phone cyber bullying and tests interaction effects between causal and control factors. Causal factors include low self-control, differential association with cyber bullying peers, and victimization experiences; and control factors include internet ethics, perceived certainty of formal punishment, and bond to parents. This study focuses on examining how internet ethics buffers the effect of causal factors in cyber bullying. Results show that both differential association with cyber bullying peers and victimization experiences have significant effects on cyber bullying. And among the control factors, internet ethics only has a negative direct effect on cyber bullying. In addition, it is found that there are significant interaction effects between two causal factors - differential association with cyber bullying peers and victimization experiences - and internet ethics. It is also shown that there is a significant interaction effect between victimization experience and bond to parents, but a perceived formal punishment has no significant control effect. It is revealed that internet ethics is a main control factor in buffering the effects of causal factors in cyber bullying.

• Korean Journal of Culture and Social Issue
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• v.10 no.spc
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• pp.87-115
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• 2004

This paper examines the influence of interpersonal relationship on delinquent behavior among adolescents. The role that parent-child relationship, teacher-student relationship, and relationship with friends play on delinquent behavior is reviewed. Review of empirical studies reveal the following results. First, adolescents who perceive their parents as being hostile and rejecting are more likely to engage in delinquent behavior. Second, those adolescents with parents, who have low expectations and who are less likely pressure them to succeed academically, are more likely to engage in delinquent behavior. Third, adolescents who feel that they have been abandoned by their parents are more likely to engage in delinquent behavior. Fourth, those adolescents with low social support from parents and teachers and high social support from their friends are more likely to engage in delinquent behavior. Fifth, those students who feel hostility from their teachers, have negative relationship with teachers, and experience greater punishment are more likely to engage in delinquent behavior. The results indicate that punishment can have adverse effect on some adolescents, further damaging the teacher-student relationship. Punishment can further reinforce the existing negative cycle that can increase the likelihood of adolescents engaging in delinquent behavior. The results indicate that a lack of support from parents and teacher leads to low academic and self-regulatory efficacy, which leads to low academic performance, which can results in punishments that could further damage their relationship with their parents and teachers and bring them closer to their friends. Adolescents caught up in this negative cycle are more likely to engage in delinquent behavior. These results indicate the need to reform the relational, social, and cultural environment of adolescents who are engaged in delinquent behavior.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.201-224
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• 2015

This study analyzes the influences on the reading flow, reading satisfaction, and continuous willingness to read books for parents, teachers, and friends as a reading role model to influence high school students and the differences in the personal characteristics; gender, disciplines, and grade. The result shows that the most important contributor for high school students' reading is friends and male students are more influenced by their friends than female students. In addition, students in vocational high school are more influenced by their friends than students in academic high school. Parents factor relatively affects the reading for male students, 3rd grade students in high school, and students in academic high school. On the other hand, teachers barely affect the reading factors for students.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.159-169
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• 2009

After analyzing data of 797 Middle and High School students, the results show that those using cognitive reappraisal strategies adjusted better in school life than those using expressive suppression strategies in regards to application of emotional regulation strategies. In gender differences of the application, male students adjusted better when they used cognitive reappraisal strategies in relationship with their teachers and their peers. Female students, on the other hand, adjusted better in relationship with their teachers their peers, and in academics, when using cognitive reappraisal strategies. In school year differences, middle school students who used less of emotional regulation strategies in academics, friendship and student-teacher relations adjusted better in relationship with their peers.