• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.97-114
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• 2017

Objective: This study examined the association between mother-child communication and preschool children's peer competence mediated by ego resiliency Methods: The data from 318 preschool age children and their mothers in Seoul and Gyung-Gi province were used for this study. Mothers reported mother-child communication using three subscales from the revised parent-child communication inventory(Barnes & Oslom, 1982). This study used four subscales from the Korea Personality Inventory for Children (KPI-C)in order to calculate children's ego resiliency and used six subscales from the Child Behavior Scales(Ladd & Profile, 1996). The data were analyzed using Multiple Regression in SPSS 19.0. Results: Positive mother-child communication predicted a higher level of children's ego resiliency and peer competence. Ego resiliency fully mediated the association between mother-child communication and prosocial competence, rejection against peers and insecurity. And positive mother-child communication predicted lower levels of children's aggression, dissociality and irritability. Its association was also mediated by ego resiliency. Conclusion/Implications: These findings indicated that a mother's positive communication with their child would enhance children's ego resiliency and peer competence in preschool children. Thus, the efforts to facilitate parents' positive communication skills in parent education can be promising for preschool children's positive development.

• Journal of the Korean Home Economics Association
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• v.39 no.10
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• pp.153-168
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• 2001

The objects of this study were to find out the effects of peer relations and perceived cognitive self-competence according to 1) grade, sex, and self-care, 2) parental social status and monitoring. 429 3rd- and 6th-graders (238 boys and 191 girls) were included as subjects. For measuring variables, RCP, Harter's Perceived Cognitive Self-Competence Rating Scale, and Parental Monitoring Questionnaire based on Crouter et al.(1990) were used. The data were analysed by MANOVA, t-test, and univariate ANOVA. The results were as follows.‘Social-Leadership’of peer relations was influenced by children's grade, grade $\times$ sex effects. 3-way interaction of children's variables and parental monitoring made significant differences in ‘Shy-Isolation’. Children's perceived cognitive self-competence was influenced by their grade and parent's social status. These results confirmed the significant roles of self-care and parental monitoring in children's development.

• Journal of the Korean Home Economics Association
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• v.40 no.9
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• pp.35-46
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• 2002

This study was to investigate whether there are any differences in social competence by the frequency of young children's video and computer game use. Social development was categorized as peer popularity and social competence. The subjects were 215 children(118 boys, 97 girls) aged 4-6 years(M= 63.6 months, SD=6.8) from 3 kindergartens in Chung-Cheong Nam Do. The frequency of children's video and computer game use was reported by their parents. Peer popularity was rated by their classmates and social competence by their teachers with Kohn Social Competence Scale(KSCS). No significant relationship was found between game use and peer popularity. The children who played video and computer games once or twice a week got the highest score on the‘social interest and participation’But social cooperation dimension was not related with the frequency of video and computer game use but with the sex of children.

• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.1-15
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• 2006

This study explored the relationship between children's emotional competence, aggression and peer relationships. Participants were 164 third and 134 fourth grade children from five elementary schools in Seoul and Chenan. Emotional competence, aggression and peer relationships were assessed by means of a questionnaire, interview and observation. Results indicated that emotional understanding of self and others, sex, age, emotional expression and passive regulation strategies were significant variables in predicting children's aggression. Emotional understanding was the most predictable variable in relation to peer relationships. Emotional understanding, emotional regulation and emotional expression made independent contributions to aggression and peer relationships. Mediation analyses revealed that the significant connections between children's emotional competence and negative peer relationships were mostly mediated by aggression.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.603-614
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• 2021

In this study, the relationships between father's maternal attitude and infant's self-efficacy and peer ability was verified, and in this process, the mediated effect of infant's self-efficacy was verified. The subjects of this study were 256 fathers of infants who were enrolled in a kindergarten located in Seoul, and the data was acquired by questionnaire survey. Verification of research questions was carried out through structural equation model analysis. As a result of the verification, the father's affectional attitude and autonomic attitude showed a significant positive effect on the infant's self-efficacy, and the affectional attitude showed a significant positive effect on the infant's peer competence. And it was shown that the infant's self-efficacy has a significant positive effect on their peer competence. On the other hand, the father's maternal was shown to have a positive effect on the infant's peer competence through the mediating of the infant's self-efficacy. The results of this study will be meaningful in that they have derived factors of the father's maternal attitude toward improving peer competence as well as the self-efficacy in terms of infant development.

• Korean Journal of Childcare and Education
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• v.12 no.2
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• pp.239-262
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• 2016

This study investigates how naturally occurring parent groups form by using Schaefer's two axes of affection-rejection and autonomy-control, it also aims to verify whether there is a significant difference in the parent groups' emotional expressiveness and children's peer competence. A total of 201 kindergarten children between the age of 3 to 5 and their parents were given a questionnaire in order to investigate parenting attitudes and emotional expression. And children's teachers measured their peer competence. SPSS 18.0 was used and clustering analysis was conducted according to different parenting attitudes. The first fathers' group was named the lacking-affection group, the second was the democratic-reception group, the third was the ignorance group and the last was the rejection group. For mothers' groups, the first was named the rejection group, the second was the autonomous-control group and the third was the reception-respect group. Parents' emotional expressiveness of each group had a considerable difference while there was no significant difference between children's peer competence. This study was dedicated in deriving meaningful implications on the role of parents by investing the differences between each naturally occurring cluster.

• Journal of Korean Library and Information Science Society
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• v.39 no.2
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• pp.213-226
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• 2008

The purpose of this study was to analyze the effect of bibliotherapy for developing children's social competence. Specifically, this study investigated the relationship between bibliotherapy and social competence for elementary school children. In this study, social competence includes self-esteem, self-control, peer-relationship. As a result, bibliotherapy was significantly to related to self-control, self-esteem, peer-relationship. These results will be contributed to learn and develop social competence through bibliotherapy.

• Journal of the Korean Home Economics Association
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• v.42 no.4
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• pp.167-177
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• 2004

The purpose of this study was to examine the relations of peer competence to children's interpersonal problem solving skills and mothers' parenting behavior. The subjects were 88, 6-year-old children and their mothers. Instruments used included the Peer Competence Scale, PIPS, and the revised version of IPBI. The data were analyzed with Pearson correlations, partial correlations, and stepwise regression. Children's sociability was explained mostly by mothers' intimacy-reasoning guidance, parental involvement, and children's positive alternative Solutions. Children's prosocial behavior was explained mostly by mothers' intimacy-reasoning guidance and children's positive alternative solutions. Children's leadership was explained most by mothers' involvement and Omit selling in parenting.

• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.239-249
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• 2006

The main purpose of this study was to examine the relations of children's shyness and maternal involvement in children's peer relations to children's social competence, and the relative influence of children's shyness and maternal involvement in children's peer relations on children's social competence. 195 mothers of 3-year-olds and their 13 teachers in Seoul and Gyeonggi province participated in the study. The data were obtained using three kinds of questionnaires regarding shyness, parental involvement, and social competence. Findings revealed that shy children showed less popularity leadership and social participation for both boys and girls. The more orchestrations mothers exerted, the more popularity leadership boys showed. And the more advice and support mothers provided, the more interpersonal adjustment girls showed. For boys, shyness was more influential on popularity leadership than maternal orchestrations were. Findings are discussed in terms of the role of shyness in children's early social competence for both boys and girls.

• Journal of Families and Better Life
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• v.26 no.5
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• pp.211-224
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• 2008

The Ecological variables studied in relation to children's school adjustment were organisms(grade, sex, perceived competence, aggression and withdrawal), microsystems(parental support, marital conflict and supervision, peer victimization and perceived teacher attitude), mesosystems(family-peer relationships, family-school relationships) and the exosystem(neighborhood environment). The sample consisted of 565 fifth and sixth grade children. Instruments were the School Adjustment Scale and Index of organisms, microsystems, mesosystems, and exosystem variables. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation and multiple regression. Several major results were found from the analysis. First, children's school adjustment showed positive correlations with perceived competence, parental support and supervision, perceived teacher attitude, family/peer and family/school relationships and neighborhood environment but showed negative correlations with grade, aggression, withdrawal and parental marital conflict and peer victimization. Second, the most important variable predicting child's relationship with teacher, his/her academic adjustment and satisfaction in schoolwas perceived teacher attitude. And the most important variable predicting children's peer relationships in school was perceived social competence.