• The Journal of the Korea Contents Association
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• v.11 no.2
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• pp.466-476
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• 2011

The present research is aimed to observe the effects on the peer counseling program which can increase the communication skills and social efficacy of high school students. In order to do the present research, I have taken 16 high school students, who want to join to this research, within A city. I have separated those students into two groups: an experienced group of 8 students and a controlled group of 8 students. Mann-Whitney U and Wilcoxon Signed Ranks test were adopted to analyze collected data from the peer counseling program. The results of this research indicated that the level of communication skills have been increased after peer counseling intervention program of the experienced group, and the level of occupational stress also have been increased after peer counseling intervention program of the experienced group. This result showed that, the peer counseling program could stimulate the communication skills and social efficacy of experienced group significantly comparing with the result of the controlled group. From the result I have confirmed that, the peer counseling program have positive effects to increase the high school students' communication skills and social efficacy.

• The Mathematical Education
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• v.53 no.2
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• pp.263-274
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• 2014

The purposes of the study are to investigate the effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus. First, we classified the test group and the control group and then applied the reciprocal peer tutoring to the test group. According to results, the reciprocal peer tutoring is very effective in improving academic achievement. Second, the pre-survey and the post-survey were conducted to the test group. The survey contains five categories including 1) background of the participants, 2) learning objectives and expectation, 3) the intention of the continual learning Mathematics, 4) the individual self-efficacy, and 5) general Mathematics learning satisfaction. We found some facts from the difference between the pre and post surveys. The learning satisfaction has improved after the reciprocal peer tutoring in the test group. Even though this trend has not changed regardless of sex, high school levels and teaching understanding.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.121-134
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• 2005

Data were collected by peer nomination and sociometric nomination when children were in 4th grade and again two years later, Concurrent results of peer nominations were that prosocial children were more accepted while overtly/relationally aggressive children were more rejected by peers. Peer acceptance of males at Time 1 affected peer acceptance at Time 2. Peer rejection of females at Time 2 wasn't affected by overt aggression at Time 1. Cross-sectional results of social status were that rejected and controversial children showed higher levels of overt aggression than any other group. Popular children were most prosocial; rejected children were least prosocial. In the prospective view, aggressive males remained more rejected than any other group. Rejected children remained least prosocial.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.75-90
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• 2001

This study examined the effect of sociodrama on children's loneliness and peer relations. Eight children each were assigned to an experimental or a control group. The experimental group enacted sociodrama for six weeks, and the control group did not have any treatment. The first post-test was conducted six weeks after the pre-test; the second post-test was eight weeks after the first post-test. Significant differences between the experimental and control groups were found for loneliness; that is, levels of loneliness and of negative peer relations decreased only in the experimental group. This effect for the experimental group was maintained at the second post-test. It was concluded that sociodrama was effective in reducing loneliness and in improving relationships of a child by improving self-adjustment.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.57-72
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• 2009

The purpose of the present investigation was to analyze the effects of a social-emotional competence program utilizing group play therapy in promoting young children's prosociality, teacher-child relations and peer competence. The subjects were 90 five-year-old kindergarten children. The experimental treatment was performed in 14 sessions for 7 weeks. Instruments were the Prosocial Behavior Scale for Young Children (2003), Student-Teacher Relationship Scale (2004), and Iowa Social Competence Scales (1997). Data was analyzed by ANCOVA. Results were that the experiment group showed significantly higher social competence scores than the comparison and control groups. Conclusions were that a social-emotional competence program utilizing group play therapy can be effective in enhancing young children's improvement of prosociality, teacher-child relations, and peer competence.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.32-39
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• 2018

The purpose of this study was to develop and validate a behaviorally anchored rating scale for peer evaluation in group projects based on social interdependence theory. A mixed method involving a qualitative and quantitative approach was used in this study. In the qualitative study, both the individual and group interviews were conducted to college students regarding their cooperative learning experiences. Data from this qualitative research was analyzed based on 5 elements of cooperative learning and 'critical incidents' were extracted from students' own voices that would serve as specific rating criteria in the scale. Once the 'critical incidents' have been incorporated into the scale, validation from 3 independent experts was conducted. In the quantitative study, correlations with relevant variables were analyzed to examine the criteria-referenced validity. Findings suggest that the behaviorally anchored rating scale for peer evaluation in group projects can be used in various team-based learning contexts.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.1-18
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• 2001

Peer status, friendship, and school adjustment were measured for 326 third and fourth graders (171 boys, 155 girls). School adjustment was assessed by academic performance, and social behaviors were rated by teachers while attitudes toward school were reported by children. Examination of the relative contributions of peer status and friendship to school adjustment revealed both unique and joint explanations. Children's academic performance was mainly explained by peer status; popular children had higher performance than rejected children. Attitudes toward school were more positive for children who reported higher friendship quality. Prosocial behaviors were higher for the popular group and for children with more stable reciprocal friends; aggressive behaviors were higher for the rejected group and competitive children with close friends; withdrawal behaviors were higher for the neglected group and children with few reciprocal friends.

• Korean Journal of Human Ecology
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• v.20 no.5
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• pp.967-981
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• 2011

This study aims to research the effects of group art therapy program on the self-esteem and peer relationships of children in low-income and single-parent families. It was performed for 24 sessions with Lee Hyeon-Jin's(2006) and Shin Ji-Hye and Kim Gui-Bok's(2009) group art therapy program. The evaluation was performed with Park Mi-Ran's self-esteem questionnaire(2007) and Kim Taehee's peer-relationship questionnaire(2005). The subjects are 26 elementary students in low-income and single parent family who are in the 2, 3, and 4 grade and use A-regional children center and B-regional children center which are located in Gyeongbuk province. Means, standard deviations, Independent t-test and Paired t-test were conducted. Firstly, the change in self-esteem of both experiment group and control group is investigated before and after their taking group art therapy program. There are statistically meaningful enhancements in self-esteem of experimental group. But there are no statistically meaningful enhancements in self-esteem of control group. Secondly, peer-relationships in both experimental group and control group do not change between before and after taking group art therapy program. Thus, the program of group art therapy is thought to be effective therapy improving the self-esteem of child in low-income single-parent family.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.705-715
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• 2013

This study has an objective of suggesting the ways to improve infant's sense of self-respect and peer competence, by examining what effect infant temperament has on infant's sense of self-respect and peer competence. The notable study results through analysis are as follows; First, it was shown that, in regard with adaptability and activity of infant temperament, cognitive ability of the sense of self-respect and peer acceptance, the average score of day care centers was higher, while it was shown that, in regard with response of infant temperament, the sense of self-respect's mother acceptance, peer relationship, sociability of peer competence, the average score of kindergartens was higher, and the boy infants' physiological regularity was shown to be higher than that of girl infants. Second, as a result of looking into the difference of infant temperament, sense of self-respect, and peer competence according to infant's age, we found that, in case of 'response' of infant temperament, age 5 group was classified into 'group a', and age 3 and 4 group was classified into 'group b', and two groups showed the difference, and in case of 'physiological regularity', age 3 group had the biggest regularity while age 5 group had the relatively low regularity, thus two groups showed the difference. In regard with sense of self-respect and peer competence, it was shown that age 4 and 5 group had higher one than that of age 3 group.