• 아동학회지
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• 제16권1호
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• pp.197-210
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• 1995

The purpose of this study was to investigate the relationship between social support and perception of self-confidence in children by grade, sex, and other related variables. The subjects were 136 third-graders, 143 sixth-graders, and 161 eighth-graders in public schools located in Pusan. Instruments were Harter's Self-Perception Profile for Children and the Social Support Appraisal Scale (SSAS). The SSAS is a 31-item measure that taps children's perception of family, peer, and teacher support. The data were analyzed by frequency, percentile, ANOVA, Scheffe test, Pearson's correlation, and multiple regression. The main results showed that (1) children in 6th and 8th grades perceived higher peer support than children in 3rd grade, (2) except for social acceptance, the children in higher grades perceived themselves lower in self-competence than the children in lower grades, (3) there was a positive relationship between children's perception of self-competence and social support, and (4) the variables which influenced children's self-perception were, in descending order: socioeconomic status(${\beta}=.52$), age(${\beta}=.21$), social support(${\beta}=.10$). These three variables explained 38% of the children' self-perception.

• 대한가정학회지
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• 제36권2호
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• pp.47-60
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• 1998

The effects of personal(gender, physical growth) and environmental(communication with parent, intimacy of friendship, school performance, and satisfaction of school-life) factors on adolescent's self-esteem were examined in a samlpe of 525 first and second grades in middle school. The subdomains of the self-esteem were peer-related self, home self, teacher-related self, academic self, physical appearance self, physical competence self, personality self, and general self. T-test, Pearson's correlation, and regression were used as statistical analysis. Results were as follows. First, there was evidence of a gender difference in the level of the subsdomains of self-esteem: teacher-related, physical-appearance, physical-competence, and personality. Second, the factor which was the most powerful predictor of each subdomain of the self-esteem was as follows 1) the most powerful predictor of the peer-related self was the intimacy of friendship, 2) the most powerful predictor of the home self was the communication with parent, 3) the most powerful predictor of the teacher-related self was the satisfaction of school-life, 4) the most powerful predictor of the academic self was the school performance, 5)the most powerful predictor of the physical-appearance self, the physical competence self, and the personality self was the satisfaction of school-life, 6) the most powerful predictor of the general self was the school performance.

• 디지털융복합연구
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• 제19권9호
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• pp.361-371
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• 2021

본 연구는 만 3세 유아를 대상으로 6년 간 추적하여 유아기 또래놀이행동이 사회적 유능감에 미치는 종단적인 영향과 이를 거쳐서 초등학교 적응에 미치는 영향을 조사하였다. 한국아동패널(Panel Study on Korean Children)의 4차부터 9차 자료(2011~2016년)를 활용하여 남아 114명과 여아 94명으로부터 수집된 자료를 분석대상으로 선별하였다. SPSS와 PROCESS macro 프로그램을 사용하여 상관분석과 다중매개모형 분석이 수행되었으며 그 결과는 다음과 같다. 첫째, 만 3세 시기에 관찰된 또래놀이행동은 만 4세와 만 5세에 관찰된 또래놀이행동을 의미 있게 예측해주며 각 시점의 또래놀이행동을 거쳐서 만 6세에 관찰된 사회적 유능감에 유의한 영향을 미치는 것으로 나타났다. 둘째, 만3세 시기에 관찰된 또래놀이행동은 향후 시점에 관찰된 또래놀이행동과 만 6세에 관찰된 사회적 유능감을 매개로 하여 초등학교 1학년과 2학년 시점의 적응 수준에 유의한 영향을 미치는 것으로 나타났다.

• 아동학회지
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• 제29권3호
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• pp.303-318
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• 2008

Participants in this study of the validity and reliability of PIPPS (Penn Interactive Peer Play Scale; Fantuzzo et al., 1998) for Korean children were 248 5-to 6-year - old children and 11 teachers. Instruments included the Peer Rating Scale(PRS; Singleton et al., 1979), Social Competence and Behavior Evaluation (SCBE; LaFreniere & Dumas, 1995), and Preschool Behavior Questionnaire (PBQ; Behar & Stringfield, 1974). The structure of PIPPS resulted in 3 factors, 'play disruption', 'play interaction', and 'play disconnection' with 30 items similar to the original PIPPS factors. Validity was evidenced by inter-correlations among sub-factors and by correlations between PIPPS and criterion measures. PIPPS scores were validated by ratings from PRS, SCBE and PBQ sub-areas scores. Cronbach's a reliability of PIPPS factors ranged from .88 to .92.

• 아동학회지
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• 제29권3호
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• pp.207-222
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• 2008

This research studied the social-emotional competence of children whose primary caregiver was a single-mother or single-father alone compared with children living with a single-parent but the primary caregiver was a non-parent (e.g. a grandparent). Subjects were 208 children (105 boys, 103 girls) from 10 elementary schools in 3 metropolitan cities. Instruments were the Adaptive Behavior Checklist constructed by the researcher, Self-esteem Inventory (Kim, 1987) and Emotional Competence Scale (Kim, 1998). Results showed that children in single-mother families were more social-emotionally competent than children in single-father families. Children whose primary caregivers were non-parents had higher self-esteem than children whose primary caregivers were single parents alone. There were interaction effects of caregiver variables on children's peer relationships and awareness/expression of their own emotion.

• 아동학회지
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• 제26권6호
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• pp.335-349
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• 2005

The subjects in this study of children's playfulness in relation to emotional intelligence and social competence were 247 children in Gyeonggi Province. Data were analyzed by regression analysis using the SPSS computer program. The major results of this study were that children's playfulness was significantly related to and explained by "Peer relations skill" in the sub areas of social competence and "relationship with peers," utilization of emotion" in sub areas of emotional intelligence. Emotional intelligence and socially competent interaction were significantly related to and explained by manifest joy in the sub areas of children's playfulness.

• International Journal of Advanced Culture Technology
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• 제9권1호
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• pp.114-120
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• 2021

This study aims to discover how self-esteem and social competence in early childhood affect school adjustment in elementary school. This study used the 7th year (2014) and 10th year (2017) of the panel study on Korean children, which are longitudinal research data from the Korea Institute of Child Care and Education (KICCE). Pearson's correlation analysis and hierarchical regression analysis were used as the main statistical analysis methods. The analysis was performed using the the Spss 21.0 program. As a result of this study, peer acceptance among early childhood's self-esteem, assertion, cooperation, and self-control among social competence have influences on adjustment to elementary school life. This study is meaningful in that it is a longitudinal study conducted with a time difference for 3 years with the same subjects in order to investigate the influence of the inner factors of early childhood on school adjustment in elementary school.

• Human Ecology Research
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• 제51권3호
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• pp.293-306
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• 2013

The aim of this study is to examine the effects of the story sharing activity on-conflicting situations by the use of children's story on the theory of mind and peer competences of preschoolers so that appropriate teaching materials can be allocated for the actual preschool education site. The subjects of this study were 46 preschoolers under the age 4 at the attached kindergarten of P University in Pohang City, Gyeongbuk and in which 23 children among them were assigned to a test group and the other 23 to a control group. The collected data was analyzed by SPSS ver. 15.0 program and Cronbach's ${\alpha}$ coefficient was yielded to verify the reliability for each scale. The multivariate analysis of covariance (MANCOVA) was conducted. The analysis results are as follows. First, the story sharing activity on conflict situations by using children's story had a significant effect on the preschoolers' general appearance and actual task as sub-factors of the theory of mind, whereas no significant effects were found regarding the content change task and position change task. Second, the story sharing activity on conflict situations by using children's story had significant effect on the preschoolers' overall sensitivity, insecurity and pro-sociability as sub-factors of the peer competences, whereas no significant effects were found regarding the aggression, exclusivity and anti-sociability.

• 아동학회지
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• 제32권5호
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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.

• 대한간호학회지
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• 제44권5호
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• pp.495-503
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• 2014

Purpose: The purpose of this study was to identify factors affecting the social competence of school-aged children according alcohol consumption by their parents. Methods: The participants were 558 5th grade elementary school students. Data were collected using structured questionnaires from September 17 to October 2 2013, and analyzed using descriptive statistics, ${\chi}^2$-test, t-test, ANOVA, Pearson correlation coefficients, and Stepwise multiple regression analysis with the SPSS PC+ 21.0 program. Results: Participants were classified into three groups according to alcohol use; Non-use parent group (52.7%), social use parent group (31.0%), and problem use parent group (16.3%). Participants whose parents were problem users had significantly lower scores on emotional awareness and expression (F=14.45, p<.001), social support (F=5.82, p=.003), and social competence (F=16.33, p<.001) compared to students in the other two groups. In school-aged children with parents who were alcohol abusers, the variables that predicted social competence was friend support (66.0%). Conclusion: These results emphasize the importance of focusing on the crucial role of peer support in the development of social competence in school-aged children of parents who abuse alcohol. Further, for these children, interventions aimed at improving social support and children's emotional awareness and expression may be most beneficial.