• Journal of Families and Better Life
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• v.22 no.4
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• pp.115-126
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• 2004

The purpose of this study was to examine the relationships among parents' marital conflict perceived by school-aged children, children's aggression, and peer harassment six hundred thirty seven 5th and 6th graders (306 girls and 331 boys) participated in this study. Each participant completed a children's perception of parental conflict scale, a children's aggression scale, and a peer harassment scale. Major findings of this study are as follows: 1) In terms of physical harassment, boys were bullied and victimized more than girls. 2) Children's aggression was positively related to the physical and relational peer harassment. Parents' marital conflict was positively related to children's aggression. There was a statistically significant relationship between parents marital conflict and physical and relational peer harassment. 3) Parents' marital conflict and children's aggression influenced physical and relational harassment for both boys and girls.

• Journal of Families and Better Life
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• v.27 no.5
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• pp.115-122
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• 2009

This study investigated the mediating and moderating effects of teacher preference on the relationship between behavior problems and peer victimization. The subjects were 520 children in the fifth and sixth grades. Children completed peer nominations that assessed peer victimization. Teachers rated children's internalizing, externalizing problems and teacher preference. The full mediating effect of teacher preference was found in externalizing problems and the partial mediating effect was found in internalizing problems. Moreover, the moderating effect of teacher preference was found only in internalizing problems, which suggests that high teacher preference protects internalizing problems from peer victimization.

• Journal of the Korean Home Economics Association
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• v.46 no.9
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• pp.113-123
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• 2008

The purpose of this study was to investigate how parenting and peer relationships influence the development of adolescent self-concept by using Structural Equation Modeling(SEM). The subjects were 198 first graders (94 male and 104 female) from four high schools within the Seoul area. Descriptive and comparative statistical analysis was conducted with SPSS (Version10.0), while AMOS (Version 4.0) was used to assess structural equation modelling of parenting, peer relationship and the self-concept. Results showed that, in terms of correlation, more positive parenting behaviors induced more positive self-concept. In addition, better peer relationships demonstrated more positive self-concept. Regression analysis showed that peer relationships explained the variance in adolescents' self-concept more effectively than parenting behavior. This was confirmed by the SEM.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.163-175
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• 1997

This study examined sex and grade difference in perceived peer relations and the relationship between children's social competence and perceived peer relations. The subjects were 365 children and their mothers. Instruments were the Children's Social Competence Questionnaire (Lee, 1993) and the modified version the of Social Network of Relationships Inventory (Han, 1996). Data were analysed by F-test, Pearson's correlations, and multiple regression analysis. Perceived peer relations differed by sex and grade in some sub-domains. The social support, intimacy, and companionship of perceived peer relations were positively associated with social competence. The social support of perceived peer relations was the most influential factor affecting children's social competence.

• Korean Journal of Child Studies
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• v.38 no.2
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• pp.67-79
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• 2017

Objective: The purpose of this study was to explore the mediating effects of executive function and emotion regulation of preschoolers on the relationships between mothers' affective parenting and preschoolers' peer competence. Methods: The participants were 3 to 5 year old preschoolers and their mothers (N = 241) living in Busan and Kyungnam province. Data analysis methods included descriptive statistics, Cronbach ${\alpha}$, Pearson's correlation analysis, and SEM. Data were analyzed using the SPSS Statistics 23.0 program and Amos 23.0 program. Results: The major findings of this study are as follows. First, mothers' affective parenting, preschoolers' executive function, emotion regulation, and peer competence correlated positively. Second, the relationship between mothers' affective parenting and preschoolers' peer competence was mediated by preschoolers' executive function and emotion regulation. Conclusion: These findings suggest the importance of mediating effects of preschoolers' executive function and emotion regulation on the relationship between mothers' affective parenting and preschoolers' peer competence.

• Journal of Families and Better Life
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• v.32 no.3
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• pp.45-63
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• 2014

The purpose of this study was to examine the effects of adolescents' school adjustment on depression in their transitional period and to find the moderating effects of parental support, parental monitoring, and peer support on the relationship between school adjustment and depression. The participants were 550 first graders in three middle schools in Incheon Metropolitan City and Kyung-gi Province. The major findings of this study were as follows: First, adolescents' school adjustment had significant effects on depression. The lower the level of school adjustment was, the higher the level of depression was. Second, parental support, parental monitoring, and peer support had moderating effects on the relationship between school adjustment and depression. Parental support decreased the depression of adolescents who were at a lower level of adjustment to peer relationship or school class. Parental monitoring decreased the depression of adolescents who were at a lower level of adjustment to school adjustment. On the contrary, parental monitoring increased the depression of adolescents who were at a higher level of adjustment to school adjustment. Peer support decreased the depression of adolescents who were at a lower level of adjustment to school class.

• The Korean Journal of Elementary Counseling
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• v.10 no.2
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• pp.167-184
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• 2011

This study has investigated how five peer status groups that were selected by a social skills scale exhibit different peer relationship problems by means of averages, standard deviations, and profile analysis. Social skills scale developed by Yi-Hwan Ahn(2007) and the inventory of peer relationships by Hae-Won Jung(2007) were administered to 551 fifth and sixth graders in 9 elementary schools located in Gyungnam province, and averages and standard deviations of 5 peer status groups' peer relationship problems were explored. Also in order to see if differences exist among 8 sub-scales in the inventory of peer relationships according to the peer status, an average profile of scores was represented by a graph and multivariate analysis was carried out. The main results of the study are as follows. First, statistical analysis of 551 cases included in the study showed the children were distributed into the Average group(319, 57.9%), the Popular group(111, 29.1%), the Rejected group(70, 12.9%), the Controversial group(41, 7.4%), and the Neglected group(10, 1.8%), in that order. Second, as a result of comparing average scores for each measure in the inventory of peer relationships according to the peer status group, a significant difference was found to exist according to a child's peer status. The Popular group showed the lowest scores in Too Controlling, Hard to be Supportive, the Cold, and Non-Assertive among the 5 peer status groups whereas the Rejected group showed the highest scores in Social Avoidant, Non-Assertive, and Too Responsible. Third, marked differences according to the peer status group were found. The Popular group showed the lowest profile among the peer status groups whereas the Rejected group had the highest profile. In the sub-scales of the peer relationship problems, the Rejected children showed a significantly higher level of Socially Avoidant and Non-Assertiveness in comparison to the Popular children, which implies the Popular children group has lower levels of peer relationship problems than the other groups.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.53-67
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• 2014

The purpose of this study was to examine the mediating effects of self-esteem on the relationship between adolescents' family environment(parent's child-rearing attitude, family cohesion), peer environment(quality of peer relationship, peer bullying) and career maturity. The subject of this study were students of third grade of middle school who reside in Seoul. 425 self reported questionnaires were used for final analysis. Findings of this study indicated that family environment of adolescents directly affected peer environment. Family environment and peer environment of adolescents directly affected self-esteem. Self-esteem was more highly affected by peer environment than family environment. Adolescents' self-esteem directly affected career maturity. The structural equation modeling showed that self-esteem mediated the relationship between family environment, peer environment and career maturity.

• Journal of the Korea Society of Computer and Information
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• v.23 no.11
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• pp.175-183
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• 2018

In modern society, the optimal physical environment is constantly changing due to IT development, and it is provided with convenience. In this age environment, the children are growing up thinking that the value of community consciousness through relationship with others is not important in the social reality in which various ways and environments that can be done by themselves are succeeding. No matter how rapidly the world changes, a diverse learning environment is needed that establishes desirable human relationships and recognizes community consciousness and values. The purpose of this study was to investigate the effects of general children(elementary school 4th, 5th, and 6th graders) on the communication and peer relationship of the children participating in the archery experiential learning program, to emphasize the importance of physical activity programs, and also by analyzing the relationship between communication and improvement of peer relationship and to understand the effect of the archery experiential training learning which is one of exercise program. In order to verify the research problems, 30 experimental group and 30 comparative group were composed of 4th, 5th, and 6th grade elementary schools in Gwangsan-gu, Gwangju metropolitan city. The experiment group was participated in the archery experiential learning program for a total of 10 sessions, once a week for 60 minutes, and conducted a questionnaire survey. In this study, we examined the effect of archery experiential learning program on improving children 's communication and peer relationship ability. Thus, it showed that archery experiential learning program can be one of the important educational methods to promote the healthy character and development of children.

• Journal of Families and Better Life
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• v.19 no.1
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• pp.159-171
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• 2001

The purpose of this study was to investigate the relationship between adolescents peer victimization and friendship quality. The 679 subjects were selected from the fifth and sixth graders of elementary schools and the first and second graders of middle schools. The instruments of measurement were peer victimization scale, friendship quality scale, friendship nominations measure. The main findings of this study were as follows : 1) The type of peer victimization has significant difference according to gender and grade. There was no significant grade difference in prosocial behavior. 2) The type of friendship quality has significant difference according to gender and grade. There were no significant grade difference in positive friendship and negative friendship. 3) There was significant correlation between adolescents peer victimization and friendship quality.