• 아동학회지
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• 제30권5호
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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.

• 가정과삶의질연구
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• 제31권2호
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• pp.77-91
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• 2013

The purpose of this study is to investigate if self-esteem mediates the effects of conflict with parents, peer relationship and school adaptation in relation to the satisfaction with life of adolescents in multicultural families. The subjects of the present study are 152 adolescents of multicultural families ranging from 12-16 years of age from the cities of Seoul, and Daegu, and the provinces of Gyeong-gi, and Gyeong-buk, South Korea. The measured constructs are Conflict with Parents, Friendship, School Adaption, Self- Esteem and Satisfaction with Life Scale. The dates were analyzed using path analysis. The major results of this study demonstrate that self-esteem does not mediate the effects of conflict with parents and peer relationship in relation to the satisfaction with life of adolescents in multicultural families. However, self-esteem does mediate the effects of school adaptation in relation to the satisfaction with life of adolescents in multicultural families.

• 한국가족관계학회지
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• 제23권2호
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• pp.3-28
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• 2018

Objectives: The study examined the mediated role of family functioning in the relation between fathers' and mothers' depression and drinking behaviors, and children's internalizing/externalizing problems and peer-play behavior. Methods: The study utilized data from the Panel Study on Korean Children(PSKC), namely Wave 5 data(N=1,703) for parental depression and drinking behavior, Wave 6 data(N=1,662) for family functioning, and Wave 7 data(N=1,620) for children's internalizing/externalizing problems and peer-play behavior. Results: Mothers' perceived family functioning mediated the relation between parental depression and boys' internalizing/externalizing problems. Second, fathers' perceived family functioning mediated the relation between parental depression and children's peer-play behavior. Third, only when both parents engaged in an above-average level of drinking behavior, did father perceive that their family functioning was low. Conclusions: This study showed the mediated effect of family functioning in the influence of parental depression and drinking behavior on children's developmental outcomes. The study ditermined that fathers and mothers played different roles in children's development, and found different mechanisms related to parental depression and their drinking behavior.

• 아동학회지
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• 제20권3호
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• pp.33-49
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• 1999

Loneliness in adolescence was examined in relation to peer aggression /victimization and to parental attachment with sample of 426 eighth graders in a suburban city. The subjects rated themselves on questionnaires regarding attachment to parents, peer experiences, and loneliness. Peer aggression and victimization was also rated by peers. In both boys and girls, the more they were attached to parents, the less loneliness they experienced. The more aggression and victimization they experienced from peers, the more loneliness they experienced. Lonely adolescent girls had lower attachment to parents and higher self-rated victimization by peers.

• 아동학회지
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• 제17권2호
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• pp.33-45
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• 1996

The relationship of shyness, interpersonal adjustment, and peer acceptance to loneliness in children was examined in a sample of 279 fifth and sixth graders (135 boys and 144 girls) and their teachers. Loneliness and shyness were rated by children themselves and interpersonal adjustment and peer acceptance by their teachers. Shyness and interpersonal adjustment were found to be predictive of peer acceptance, in which interpersonal adjustment had a greater effect than shyness. Shyness and peer acceptance were found to be predictive of loneliness, in which shyness had a greater effect than peer acceptance. Shyness appeared to have a direct impact on loneliness, whereas for interpersonal adjustment, the relation to loneliness was mediated by peer acceptance. The more shyness and the less interpersonal adjustment they have, the less peer acceptance they have, which results in more loneliness. More attention and research are needed for shyness as well as loneliness in the area of social development of children.

• 가정과삶의질연구
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• 제24권5호
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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.

• 아동학회지
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• 제16권1호
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• pp.147-165
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• 1995

The purpose of this study was to examine the entry behaviors of kindergarten children into peer dyads and the responses of the peer dyads in relation to the sex and sociometric status of the entering child. The subjects were 46 triads(138 children). Each triad consisted of two children of average peer status and one child of high/low peer status, identified by the Peer Rating Scale. The two children of the average peer status were placed in a small laboratory and were given a game to play. After the game had started, the child of high/low peer status entered into the laboratory. The behaviors of the entering child and the responses of the peer dyads were videotaped for 6 minutes. The data were analyzed by sex(2)${\times}$sociometric status (2) ANOVAs and ${\chi}^2$-tests. The results were as follows: (1)Popular children showed more group-oriented statements and fewer waiting behaviors than non-popular children. (2)Popular children elicited more positive responses and were less ignored than non-popular children. (3)The peer group responded positively to the entering child's helping, agreeing, and giving group-oriented statements, and neglected the entering child's waiting behaviors.

• 아동학회지
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• 제20권3호
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• pp.19-32
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• 1999

This study analyzed the relation of children's attachment security and mother-child interaction to children's peer interactions. The subjects were 51 preschoolers, 44 to 57 months of age and their mothers. Attachment was assessed using the Attachment Q-set (Waters, 1987), mother-child interactions at home were observed with the use of the Teaching Strategies Rating Scales (Erickson, Sroufe, Egeland, 1985), and peer interactions were observed during free play time, using the Holloway and Erickson(1988) categories. Pearson correlation and multiple regression showed that attachment security scores were negatively related to dependency toward peers. Mother's "structure and limit setting" and "respect for child's autonomy" were positively related to "helping with peers" and negatively to "asking for help" and "physical attack". The variables accounting for dependency toward peers were mother's hostility and attachment security.

• 아동학회지
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• 제31권2호
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• pp.1-15
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• 2010

The purpose of this study was to analyze the teacher-child relationship as it is self-conceived by teachers in regards to children's peer-competence and self-regulation and to also examine how the teacher-child relationship affects peer-competence and self-regulation. 17 teachers were surveyed using the Student-Teacher Relationship Scale, Peer-Competence Scale and Self-Regulation Scale in regard to approximately 270 children (aged 4-5 years old). Our results indicated that the pro-sociality, sociality, and leadership qualities of child peer-competence correlated positively with the friendliness of teacher-child relationships but correlated negatively in cases of conflicts within the teacher-child relationship. The factors of self-appraisal, self-determination and behavior inhibition of child self-regulation were found to be positively related with the friendliness of teacher-child relation but related negatively with presence of the conflict within the teacher-child relationship. It was also found that sociable and self-determinative children tended to be on more friendly terms with teachers.

• 대한가정학회지
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• 제42권11호
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• pp.1-15
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• 2004

This study examined the interaction between children's peer experiences and familial support in relation to their psychosocial adjustment(self-esteem and lonelitness). Peer experiences were examined in terms of children's perceptions of peer acceptance and the reciprocity of best friendship. The subjects were 2754th or 5th graders residing in Seoul. It was found that the interaction between children's perceptions of peer acceptance and familial support, and that between the reciprocity of bort friendship and familial support were both significant predictors of children's loneliness whereas only the former was a significant predictor of children's self-esteem. The study results suggest that children's experiences from one type of interpersonal relationship should be examined in conjunction with their experiences in other types of relationships in order to better understand the psychosocial domains of child development.