• Journal of Fisheries and Marine Sciences Education
• /
• v.27 no.5
• /
• pp.1252-1264
• /
• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

• Korean Journal of Child Studies
• /
• v.36 no.2
• /
• pp.17-37
• /
• 2015

The study examined the pathways from maternal reactions to children's negative emotions to children's peer relations through children's empathy and emotional regulation. The participants in this study comprised 463 elementary school 4th-6th graders. They completed questionnaires on maternal reactions to children's negative emotions, levels of children's empathy, maladaptive emotion regulation types and skill levels of children's peer relations. Data were analyzed by means of structural equation modeling. It was found that in the case of maternal emotion coaching reactions, when done indirectly, as well as directly, had an influence on their levels of peer relations. On the other hand, in the case of over-sensitive maternal reactions, when done indirectly, but not directly, had an influence on their levels of peer relations. Therefore, these results indicate that children's empathy mediated the effects of maternal emotion coaching and over-sensitive reactions on peer relations. It also found that there are distinct pathways from maternal reaction types to children's negative emotions to peer relations through empathy and maladaptive emotion regulation types.

• International journal of advanced smart convergence
• /
• v.4 no.2
• /
• pp.38-45
• /
• 2015

Peer-to-Peer(P2P) systems are generally classified into two categories; hybrid and pure P2P. Hybrid systems have a single central index server keeping the details of shared information, so that undesirable effects such as heavy load on that server and lack of fault-tolerance can be caused. Pure P2P causes the other problems such as message flooding and scalability although it shows high degree of fault-tolerance. Recently, mobile agent-based distributed computing has been receiving wide attention for its potential to support disconnected operations, high asynchrony, and thus saving network bandwidth. In this paper, a new scheme of peer coordination is proposed for a decentralized P2P network with self-organizing structure. We deployed mobile agents for incorporating the advantages of usage of mobile agents into our P2P network. Proposed P2P network has both advantages of hybrid and pure P2P. The problems of heavy load on the server and lack of fault-tolerance are improved by using multiple special peers called super-peers. And the problems of pure P2P can be reduced by using mobile agents.

• Journal of Korean Home Economics Education Association
• /
• v.26 no.4
• /
• pp.75-83
• /
• 2014

The purpose of this study was to examine the mediating effects of self-esteem on the relationship between parenting behaviors and peer relations among adolescents. The subjects of this study were middle school students who reside in Seoul. 425 self reported questionnaires were used for final analysis. Findings of this study from structural equation modeling analysis indicated that parenting behaviors affected self-esteem. Self-esteem of adolescents influenced peer relations. This study showed that self-esteem mediated the relationship between parenting behaviors and peer relations.

• Korean Journal of Childcare and Education
• /
• v.13 no.3
• /
• pp.1-17
• /
• 2017

Objective: The purpose of this study was to analyze the effects of preschoolers' negative emotionality on their peer play behaviors, focusing on the mediation of behavioral problems. Methods: The study sample included 287 preschoolers aged 3 to 5 attending child care centers located in Seoul, Korea. The instruments used in this study were the Child Behavior Questionnaires (CBQ), Child Behavior Checklist (CBCL), and Penn Interactive Peer Play Scale (PIPPS). Results: The main results of this study are as follows: First, boys and girls' negative emotionality exerted positive effects on their behavioral problems. Second, boys and girls' negative emotionality had a positive influence on their play interaction, play disruption, and play disconnection. Further, the effect of boys' negative emotionality on their play disruption and play disconnection was totally mediated by their behavioral problems, and girls' negative emotionality on their play interaction and play disconnection was totally mediated by their behavioral problems. Conclusion/Implications: These findings provide preliminary evidence that the relationships between preschoolers' negative emotionality and peer play behaviors may be mediated by their behavioral problems.

• Human Ecology Research
• /
• v.51 no.5
• /
• pp.473-481
• /
• 2013

The purpose of this study was to investigate the moderating effects of a size of the friendship network and quality of friendship on the associations between mutual antipathy and maladjustment. The subjects were 678 fifth- and sixth-grade primary school children who were recruited from a public school in Bucheon City. The Peer Nomination Inventory was used to assess mutual antipathy, peer victimization, social withdrawal, aggression, and the friendship network. The children were given a classroom roster and asked to nominate up to three classmates who fit each description. Additionally, the children reported the quality of their friendships using the Friendship Quality Scale. Each child was asked to indicate his or her one best friend and rate how accurately a sentence describe done of their best friends on the scale. The results revealed that the friendship network and friendship quality significantly moderated the relationships between mutual antipathy and social withdrawal, and peer victimization. The magnitude of the association between mutual antipathy and social withdrawal was not significant for large friendship networks and high quality friendships. Although mutual antipathy was significantly associated with peer victimization, the association was stronger at lower levels than at higher levels of the friendship network and quality. However, there was no moderating effect of the friendship network and quality on the association between mutual antipathy and aggression. A large friendship network and high quality friendship could be protective factors among those who have mutual antipathy in peer groups.

• Korean Journal of Child Studies
• /
• v.32 no.6
• /
• pp.63-79
• /
• 2011

The aim of this study is to examine the pathways from attachment to children's psychological well-being in addition to the mediating role of children's ego-resilience and peer support. The participants, 297 fifth and sixth grade students from Seoul and other cities, completed questionnaires on attachment, ego-resilience, peer support and psychological well-being. Data were analyzed by mean, standard deviation, Pearson's correlation coefficients, factor analysis, and path analysis. The findings are as follows. Attachment didn't appear to directly influence children's psychological well-being, but showed a number of indirect effects in two ways. First, attachment indirectly affected children's psychological well-being by ego-resilience as a simple form of mediation. Second, attachment influenced children's psychological well-being through children's ego-resilience and peer support as a dual mediation. Ego-resilience demonstrated the strongest effect on psychological well-being among all the factors examined. These results highlight the way in which children's personal internal resources play an important role in the pathways from attachment to their psychological well-being.

• Journal of Korean Academy of Nursing
• /
• v.42 no.4
• /
• pp.525-536
• /
• 2012

Purpose: The purpose of the study was to evaluate effectiveness of a peer support program conducted by older community volunteers for older adults living alone. Methods: Thirty volunteers trained as peer supporters were matched with low-income, older adults living alone in the community on gender. Visits occurred on a weekly basis over the 12 month study period, and the volunteers provided peer support for health management to solitary older adults. Data were collected, before the start of the program and again 6 and 12 months after its initialization, from intervention and control groups regarding physical health, general health, mental health, depression, social functioning, and satisfaction with social support. Repeated measures ANOVA was used to analyze data. Results: By the end of the program, socially isolated older adults in the intervention group had significantly higher scores in physical health and general health than elders in the control group. Significant interaction effects between time and group were found for depression, social functioning, and satisfaction with social support. Conclusion: The peer support program undertaken by older community volunteers was effective in improving physical health, general health, depression, social functioning, and satisfaction with social support in socially isolated, low-income, older adults.

• Korean Journal of Child Studies
• /
• v.25 no.6
• /
• pp.205-223
• /
• 2004

This study examined the relationships between children's perceptions of mothers' psychological control, and children's behavior problems(depression, anxiety, withdrawal, and aggression). In order to expand the study on the relationships, special attention was given to the possible moderator effects of children's sex and peer acceptance on the relationships. The subjects were 272 6th graders residing in Seoul. It was found that children's perceptions of mothers' psychological control was significantly related with the levels of children's depression, anxiety, withdrawal, and aggression. The results indicated that mothers' higher psychological control was related to higher levels of children's depression, anxiety, withdrawal, and aggression. No significant sex difference was found in the relationship between children's perceptions of mothers' psychological control and children's behavior problems although all of the correlations between mothers' psychological control and each of the behavior problem variables were somewhat higher among boys than among girls. Children's perceptions of peer acceptance were found to be a significant moderator of the relationship between mothers' psychological control and children's depression, and of the relationship between mothers' psychological control and children's aggression. These findings indicated that peer acceptance could function as a protecting factor for children who perceive their mothers to be psychologically controlling.

• Korean Journal of Childcare and Education
• /
• v.12 no.6
• /
• pp.1-17
• /
• 2016

This study aimed to investigate the effects of shyness of 3 to 5-year-olds and the teacher-child relationship on peer play behaviors. For this purpose, a survey was conducted targeting 33 teachers working with 277 three to five-year-olds at child care centers located in Chungbuk, Korea. SPSS 19.0 was used to implement exploratory analyses and hierarchical regression analysis. It was found that children with low sociability and thoes with close relationships with teachers indicated the least play disruption. Children whose assertiveness and sociability were low and whose relationships with teachers were close were likely to do the most play interaction. However, regardless of the level of the lack of assertiveness and of the lack of sociability, children with close relationships with teachers had a higher level of play interaction. Children with a higher level of lack of sociability and in conflict relationships with teachers had a higher level of play disconnection. Findings of this study highlight the importance of considering the interplay of children's shyness and teacher-child relationships in the development of peer play behaviors.