• Korean Journal of Human Ecology
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• v.22 no.1
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• pp.89-98
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• 2013

The purpose of this study was to investigate the effects of attachment with parent and peer on the adolescent's leadership life skills. The subjects were 281 students from three middle schools in Incheon city. The data were analyzed by multiple and hierarchical regression. Major findings of this study were as follows; First, present study suggested that parental attachment, peer attachment, and adolescent's leadership life skills were a moderate level. And, adolescent's leadership life skills were a significant differences on the parental and peer attachment, respectively. In particular, the more amicable communication with parents and peers, the more developed their overall leadership life skills. Finally, the peer attachment rather than parental attachment was more influenced on their leadership life skills. Focusing on parental and peer attachment relationship, the educational implication for promoting adolescent's leadership life skills were discussed.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.19-33
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• 2010

This study examined the effects of family climate, peer support and self-esteem on children's self-regulation. The participants in this study were 369 children (M=11.78 year) who completed questionnaires regarding family climate, peer support, self-esteem and self-regulation. Data were analyzed means by of a Structural equation model using AMOS 7.0. Our results indicated that (1) family climate, peer support and self-esteem were directly linked with children's self-regulation (2) the associations between family climate or peer support and children's self-regulation were mediated by children's self-esteem. These results imply that family climate and peer support are important antecedent variables in predicting children's self-regulation as well as their relative levels of self-esteem.

• International Journal of Human Ecology
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• v.12 no.1
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• pp.25-35
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• 2011

The present research investigated gender-specific response strategies for dealing with peer victimization of preadolescents. Furthermore, coping strategies were explored as moderators of the link between peer victimization and internalizing problems. The participants were 466 preadolescents. Peer victimization, coping strategies, and internalizing problems were assessed through self-report questionnaires. Results showed that girls had significantly higher scores on help seeking, avoidant strategies, and ruminative strategies than boys. In addition, use of avoidant coping and seeking help minimized the effects of peer victimization on internalizing problems in girls. Ruminative coping exacerbated the influence of peer victimization on internalizing problems for both boys and girls.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.1-14
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• 2008

This study examined effects of children's emotionality and emotion regulation, and maternal parenting behaviors on children's peer competence. Subjects were 222 4- and 5-year-olds children and their mothers. Classroom teachers rated each child's peer competence and emotion regulation; mothers responded to questionnaires on their child's emotionality and on their own parenting behavior. Results of this study were : (1) children's positive and negative emotionality and emotion regulation influenced children's peer competence. (2) Mother's warm and encouraging behaviors were also associated with children's peer competence. (3) Children's emotion regulation rather than negative emotion and mother's warm and encouraging behaviors predicted peer competence. Child characteristics were stronger predictors than parenting behaviors.

• Journal of the Korean Home Economics Association
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• v.48 no.6
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• pp.17-30
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• 2010

The purpose of this study was to investigate the effects of young children's temperament, emotional intelligence, social behavior and mother's personality traits, and management strategy of peer relations on peer acceptance. Subjects were 412 5-years-old children and their mothers in Busan. The children responded to the Peer Nomination Inventory to assess peer acceptance and their teachers completed the EAS(Emotionality, Activity, Sociability), to assess the emotional intelligence and social behavior of the children. Mothers completed Eysenck Personality Questionnaire for personality traits and the Parental Involvement Checklist. Data was analyzed with descriptive statistics, Pearson's correlation, and simple and multiple regression analyses. The results showed that emotional intelligence of young children had a relatively significant effect on peer acceptance, followed by personality traits of mother's extraversion, the temperament of activity, and the management strategy of mediation-supervision. In conclusion, young children and their mother's variables have a complex, rather than simple, effect on peer acceptance of the children.

• Korean Journal of Child Studies
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• v.34 no.4
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• pp.37-52
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• 2013

This study was performed to model the effects of ego strength, stress coping styles, fear of negative evaluation, and the effects these concepts have upon children's peer relationships. Data were collected from 580 fifth and six graders in Seoul and Gyeonggi province. In summary, the results indicated the following. Firstly, there were significant correlations between ego strength, stress coping styles, fear of negative evaluation, and peer relationships. Secondly, the ego strength of children was found to have direct influences upon their stress coping styles, fear of negative evaluation and peer relationships. Thirdly, out of stress coping styles of children affected by ego strength, only the negative coping style was found to significantly influence the fear of negative evaluation and peer relationships. Fourth, the fear of negative evaluation on the part of children was affected by ego strength and negative stress coping styles, and in particular, negative stress coping styles influenced peer relationships through the anxiety induced from interpersonal relationships.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.43-51
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• 2007

We have developed a peer agent to support programming learning and analyzed its educational effects in a programming course. The agent acts as a tutor or a tutee. The role of a tutor/tutee is like the role of a navigator/driver in pair programming. While students are learning with the peer agent, the students' programming abilities are modeled. Based on the student's model, the peer agent provides appropriate feedbacks and contents to the learner. The peer agent gives positive effects on learners' achievement and self-efficacy in a programming course. It means that the peer agent system helps the learner in an affective domain as well as a cognitive domain.

• Journal of the Korean Home Economics Association
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• v.48 no.7
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• pp.33-48
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• 2010

The purpose of this study was to explore the effects of family structure(parentral marital status and socioeconomic status), parental communication, academic problems, and peer relationship on juvenile delinquency. The participants were 1009 middle school and high school students in Seoul city and Gyeonggi Province. The major results were as follows: 1) Parental marital status(divorced/seperated) had both direct and indirect positive effects and lower class in socioeconomic status had an indirect positive effect on academic problems and peer relationship on juvenile delinquency rates. 2) Open maternal communication had a direct negative effect on juvenile delinquency rates. However, open paternal communication had both direct and indirect negative effects. 3) Academic problems had both direct and indirect positive effects on juvenile delinquency rates. 4) Peer relationship had a direct positive effect on juvenile delinquency rates. 5) The level of effects that each variable had differed by delinquency types. Based on these results, implications for preventing juvenile delinquency were discussed.

• Human Ecology Research
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• v.55 no.4
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• pp.433-440
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• 2017

The purpose of the research was to examine the moderating effects of children's prosocial behavior on a potential relationship of attention-deficit/hyperactivity disorder and peer rejection as well as friendship. Participants consisted of 252, 3 year old including 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyeonggi province and Incheon city. Prosocial behavior and attention-deficit/hyperactivity disorder syndrome were assessed based on teacher ratings. A peer nomination inventory was used to assess peer rejection and friendship. Children were asked to nominate three peers that they liked and considered friends as well as three peers that they did not like and did not consider friends. Findings suggested that prosocial behavior moderated the relation between attention-deficit/hyperactivity disorder and peer rejection as well as friendship. ADHD was related to peer rejection and fewer friends for children with lower levels of prosocial behavior. However, the association of attention-deficit/hyperactivity disorder and peer rejection was not significant for children who had higher levels of prosocial behavior. Moreover, attention-deficit/hyperactivity disorder did not influence to friendship for children who had the higher levels of prosocial behavior. The results indicate that increasing prosocial behavior may improve peer relationship functioning of children with attention-deficit/hyperactivity disorder.

• Korean Journal of Child Studies
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• v.33 no.1
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• pp.111-131
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• 2012

This study examined the relationship between parenting, the quality of peer relationships, and loneliness in adolescents. This study also examined the mediating effects of the quality of peer relationships on the relationship between parenting and adolescents' loneliness. A total of 506 1st and 2nd grade middle school students (261 boys and 245 girls) from the Seoul Metropolitan area completed measures of parenting, the quality of their peer relationships, and loneliness. The results indicated that adolescents' perceptions of parenting and the quality of their peer relationships were significantly related to their feelings of loneliness. Specifically, adolescents' perceptions of low levels of parental monitoring and high levels of abusive and neglectful parenting were associated with high levels of loneliness. Adolescents who perceived the quality of their peer relationships to be low reported high levels of loneliness. Further, the quality of peer relationships mediated the relationship between parenting and adolescents' loneliness; however, the pattern of associations differed for boys and girls. These findings suggest that both parent and peer relationship factors should be considered in combination in order to better explain loneliness in adolescents.