• Journal of the Korean Home Economics Association
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• v.37 no.4
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• pp.85-95
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• 1999

This study was to investigate the following research questions. (1) Is there any gender difference in the mother's verbal control and the child's peer relation\ulcorner (2) Is there any relationship between the mother's verbal control and the child's peer relation\ulcorner (3) Is the child's peer-relation influenced by the mother's verbal control\ulcorner The subjects of this study were 157 boys and 144 girls attending elementary schools in Susan. Lee, Kyung-Hee's questionnaires(1993) on mother's verbal control modes and Lee, Ju-Lie's questionnaires(1994) on child's peer relation were used. The results were as follows: 1) The mother's imperative mode for boys differed significantly from that for girls. Boys perceived mother's verbal control mode as more imperative. 2) There were significantly correlations between mother's position- oriented mode and boy's peer relation, between mother's person-oriented mode and boy's peer relation, and between mother's position-oriented mode and girl's peer relation. 3) The mother's position-oriented mode and the mother's person-oriented mode were the predictor variables influencing on child's peer relation.

• Journal of the Korean Home Economics Association
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• v.40 no.11
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• pp.11-22
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• 2002

This study investigated the difference in adopting strategies and goals and the relations in strategies, goals and peer acceptance in term of gender and ages under peer conflict situation. The 625 subjects were selected from the fifth and sixth graders of elementary schools and the first and second graders middle schools. The instruments of measurement were Conflict Resolution Measure, Sociometric Scale. The main findings of this study are as follows: 1) Children's strategies in peer conflict situation has significant difference according to gender and grade. 2) Children's goals in peer conflict situation has significant difference according to gender and grade. 3) There were signigicant correlation between strategies and goals. 4) There were significant correlation in strategies and peer acceptance.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.19-33
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• 2000

This study explored the relationship between peer support, strategies used to cope with interpersonal stressors, and social skills among 4th and 5th graders. Instruments were the Social Support Appraisal Scale, the Self-Report Coping Scale, and the Teenage Inventory of Social Skills. Results showed that children used different coping strategies by the level of peer support. Children with more peer support were more active in seeking social support and in solving peer conflict. Children with more problems in peer relationships used more avoidance strategies such as internalization and externalization. Children with a high level of social skills were more likely to use approach strategies in peer conflict while children with a low level of social skills were more likely to employ avoidance strategies. Internalization was the most important strategy in explaining inappropriate peer relationships. For girls, social skill was the most essential variable in their peer relationships.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.67-77
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• 2012

The purpose of this study was to investigate the mediating and moderating effects of teacher-child relationships on children's social behavior and peer preference. The participants were 508 children and 28 head teachers of their classes. Teachers measured the children's social behavior and the teacher-child relationships. Peer preference was measured by peer nomination. The association between prosocial behavior and peer preference was partially mediated by teacher-child conflict. The association between withdrawal, aggression and peer preference was fully mediated by teacher-child conflict. The moderating effects of teacher-child conflict were found between prosocial behavior and peer preference. In addition, teacher-child conflict moderated the association between physical aggression and peer preference.

• Proceedings of the IEEK Conference
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• summer
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• pp.159-164
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• 2004

This paper aims towards designing and implementation of a new adaptive Peer to Peer (P2P) network that cluster itself on the basis of semantic proximity. We also developed an algorithm to classify the nodes to form the semantic groups and to direct the queries to appropriate groups without any human intervention. This is done using Bloom filters to summarise keywords of the documents shared by a peer. The queries are directed towards the appropriate clusters instead of flooding them. The proposed topology supports a system for maintaining a global, omnipresent trust value for each peer in an efficient manner both in terms of decision time and network load.

• Journal of the Korean Home Economics Association
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• v.39 no.1
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• pp.221-232
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• 2001

The purpose of this study was to develop a scale for evaluation of preschool children's peer competence and to examine its validity and reliability. The 15 items of the preliminary scale were completed by teachers, and peer rating scale for assessment of peer acceptance was administered to 365 children 5 to 6 years of age. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between teacher's ratings of peer competence and children's ratings of peer acceptance for concurrent validity, and Cronbach's u for reliability. The 15 items of the scathe were found be satisfactory in terms of item response distribution and item discrimination. Factor analysis revealed that a 3-factor solution was the best fit: sociability, prosocial behavior, leadership in peer relations. Correlations between teacher's ratings and children's ratings were as significant. Cronbach'so ranged from .88 to .93 for three subscales and .93 for the total scale. It was concluded that the psychometric properties of the peer competence scale in general were acceptable for use.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.1-25
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• 2009

The purpose of this study is to explore the potential of peer coaching for EFL teachers' professional development. For this study, 12 college teachers in Korea participated in a 10-week program. They were 7 males and 5 females, ranging in age from 24 to 37 years. Data were collected through semi-structured interviews. Reflective analysis was used to analyze individual interview data. From the findings, two significant categories of peer coaching were identified: positive and negative responses to peer coaching experience. However, the overriding themes that emerged from the data were the benefits of peer coaching. The participants were almost unanimous in their acknowledgement of the advantages of peer coaching, such as reflective support through other's eyes, improved working environments, greater teaching strategies, higher professional self-esteem, and awareness of self-directed learning. Negative responses also appeared, mostly in regard to the working principles of implementation; the major issues of difficulties were time management, complexities of implementation procedure, stress and personal vulnerability, and relative lack of reflection and feedback skills. Demonstrating the participants' experiences towards the peer coaching program, this study provides EFL teachers with useful insights into peer coaching as an effective tool of their professional development.

• Journal of the Korean Home Economics Association
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• v.40 no.9
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• pp.47-61
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• 2002

In a sample of 594 seventh to ninth graders, this study examined the relation between bullying-victimization and the self-esteem and the implication of peer support in their relation. The results of study were as followed: 1) significant sex difference was observed in the victimization but not in the bullying. 2) the bullying was positively correlated with the peer-related self and physical competence self, and negatively correlated with personality self among boys. Among girls, bullying was positively correlated with the peer-related self and negatively correlated with personality self. 3) the victimization was negatively correlated with peer-related self, academic self, physical appearance self, and physical competence self among boys. Among girls, the victimization was negatively correlated with peer-related self, home self, and physical appearance self. 4) the peer support mediate the relation of the buoying-victimization and self-esteem. Results are discussed the role of peer support in the relationship between bullying-victimization and self-esteem.

• Proceedings of the Korea Information Processing Society Conference
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• 2001.04a
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• pp.275-278
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• 2001

인터넷의 활용이 급속도로 확산되어지고 사용환경도 점점 고급화가 되어가고 있다. 분산환경에는 네트웍에 연결된 각 Peer 들의 유휴자원을 이용하여 대규모의 데이터를 처리하기 위한 연구와 기존의 클라이언트-서버 환경에서의 부하를 각 Peer들에게 분산시키는 연구가 활발하게 진행되고 있다. 이 연구에서는 서버의 지원이 없는 순수 Peer-to-Peer 환경에서 현재의 Peer 들의 네트웍 구성을 살펴보고 효율적으로 중복된 메시지를 제어하기 위한 Ring-based 클러스터를 통한 네트웍 구성 환경과 클러스터간의 메시지 전파와 대역폭에 따른 클러스터 기법을 제안한다.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.171-182
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• 1999

This study examined the relations between parents' reactions to their preschool child's negative emotions, coping styles, and peer acceptance. Subjects were 250 5-year-old preschoolers and their parents. Instruments were the Coping with children's Negative Emotions Scale, and coding strategies checklist and peer rating scales for children. Data were analyzed with the SPSS PC + program. Parent's emotion-focused reactions, encouragement of expression and problem-focused reactions were positively associated with both peer acceptance and child coping styles whereas parent's distress, and punitive and minimizing reactions were associated with lower Peer acceptance and child coping styles of venting, denial, aggressive action, and avoidance. In child coping styles, problem solving was positively associated with peer acceptance while aggressive action anti venting were associated with a lower level of peer acceptance. Problem solving tended to be positively associated with peer acceptance, whereas aggressive action and venting tended to be associated with lower level of peer acceptance. (4) There was a statistically significant relations among parent's reactions to preschoolers' negative emotions, preschoolers' coping styles, and peer acceptance. There were the positive relations among parent's supportive reactions preschoolers' coping styles of problem solving and seeking support, and peer acceptance.