• 대한가정학회지
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• 제44권12호
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• pp.43-52
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• 2006

The purpose of this study was to investigate the relationships between mother's management behaviors of their children's peer interaction, their beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence. Subjects consisted of 258 mothers of 4- to 5-year-old children. The sample of mothers completed a series of questionnaires assessing their beliefs of social skills, their peer experiences, and the involvement activities of their children's peer relationships. The results indicated that the beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence were associated with the mother's management behaviors. Maternal memories of childhood peer relationships were the best predictor of mother's management behaviors of their children's peer interaction.

• 한국도서관정보학회지
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• 제39권2호
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• pp.213-226
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• 2008

본 연구에서는 독서치료가 아동의 사회성 발달에 어떠한 영향을 미치는 지를 연구하였다. 구체적으로 초등학교 6학년을 대상으로 독서치료가 자아존중감과, 자기조절능력, 교우관계 등 사회성의 발달에 유의미한 효과가 있는지를 분석하였다. 그 결과 독서치료와 아동의 사회성 향상에는 밀접한 관련이 있는 것으로 나타났다. 이러한 연구결과는 독서치료를 통해 아동들에게 다른 사람과 원만한 관계를 맺기 위해 필요한 바람직한 사회적 기술을 습득하고 발달시키는데 도움이 될 것이라 기대한다.

• 아동학회지
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• 제31권1호
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• pp.83-99
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• 2010

This study examined whether children's self-esteem has a mediating effect upon the need for peer approval in terms of both depression and social competence. The participants of this study were 393 5th graders in Seoul and Gyeonggi-do. The children filled out questionnaires on the need for peer approval, self-esteem and depression. Teachers were asked to rate the levels of the children's social competence. Data were analyzed by means of structural equation modeling. Our results indicated that self-esteem mediated effects of the need for peer approvals on children's depression. Children who sought positive approval from peers had higher self-esteem, which in turn lowered the level of children's depression. Children who avoided negative approval from peers had lower self-esteem, which in turn contributed to children's depression. However, self-esteem did not have a mediating effect upon the need for peer approval in terms of children's social competence.

• 가정과삶의질연구
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• 제24권5호
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• pp.239-249
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• 2006

The main purpose of this study was to examine the relations of children's shyness and maternal involvement in children's peer relations to children's social competence, and the relative influence of children's shyness and maternal involvement in children's peer relations on children's social competence. 195 mothers of 3-year-olds and their 13 teachers in Seoul and Gyeonggi province participated in the study. The data were obtained using three kinds of questionnaires regarding shyness, parental involvement, and social competence. Findings revealed that shy children showed less popularity leadership and social participation for both boys and girls. The more orchestrations mothers exerted, the more popularity leadership boys showed. And the more advice and support mothers provided, the more interpersonal adjustment girls showed. For boys, shyness was more influential on popularity leadership than maternal orchestrations were. Findings are discussed in terms of the role of shyness in children's early social competence for both boys and girls.

• 대한가정학회지
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• 제39권10호
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• pp.153-168
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• 2001

The objects of this study were to find out the effects of peer relations and perceived cognitive self-competence according to 1) grade, sex, and self-care, 2) parental social status and monitoring. 429 3rd- and 6th-graders (238 boys and 191 girls) were included as subjects. For measuring variables, RCP, Harter's Perceived Cognitive Self-Competence Rating Scale, and Parental Monitoring Questionnaire based on Crouter et al.(1990) were used. The data were analysed by MANOVA, t-test, and univariate ANOVA. The results were as follows.‘Social-Leadership’of peer relations was influenced by children's grade, grade $\times$ sex effects. 3-way interaction of children's variables and parental monitoring made significant differences in ‘Shy-Isolation’. Children's perceived cognitive self-competence was influenced by their grade and parent's social status. These results confirmed the significant roles of self-care and parental monitoring in children's development.

• 아동학회지
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• 제37권4호
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• pp.57-67
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• 2016

Objective: This study examined the relations between maternal meta-emotion philosophy, child interpersonal problem solving, and peer competence among children aged 4-5 and their mothers and teachers. Methods: A total of 54 children from 24 kindergartens were assessed on their interpersonal problem solving and peer competence. Their mothers reported on meta-emotion philosophy. Their teachers were assessed on child peer competence. Results: The major findings of this study were as follows. First, maternal meta-emotion philosophy, child interpersonal problem solving, and child peer competence showed positive correlation patterns. Second, child interpersonal problem solving and peer competence was found to be influenced by maternal child-directed meta-emotion philosophy but not by maternal self-directed meta-emotion philosophy. Conclusion: Findings highlight the importance of maternal meta-emotion philosophy and that their emotion socialization play a significant role in identifying the mechanisms leading to child social cognitive ability and social adjustment. Furthermore, these results could lead to important basic studies in developing parent/teacher education programs.

• 아동학회지
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• 제19권1호
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• pp.43-53
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• 1998

This study investigated the relations among maternal cognition, maternal supervisory/monitoring behaviors, and their children's peer competence. The participants were 40 kindergarten children and their mothers. The mothers completed a questionnaire concerning maternal beliefs about children's social skills. Also their supervisory/monitoring behaviors were observed in the context of child-peer interactions. Children's peer competence was measured using a sociometric status measure and a peer acceptance rating scale. Maternal beliefs were related both to the quantity/quality of maternal supervisory/monitoring behaviors and to children's peer competence. Maternal supervisory/monitoring behaviors were also related to children's actual peer competence.

• 한국생활과학회지
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• 제18권1호
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• pp.29-39
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• 2009

The purpose of this study is to investigate children's emotional regulation and social competence in relation with peer friendliness. Specifically, it examined the hypotheses that children's emotion regulation strategies would be different depending on age, gender, and peer friendliness, and that children's emotion regulation strategies would affect their social competences. The subjects were 197 of the second, fourth, and sixth graders in an elementary school located in Gangdong-gu, Seoul. The findings are as follows: first, children's emotion regulation strategies are different according to gender and age. Girls use more 'external response strategy' than boys do. Elder children use more 'internal response strategy' than younger children, and younger children use more 'problem solving strategy' than elder children. Second, children's emotion regulation strategies are different depending on the degree of peer friendliness. Children employ more 'problem solving' and 'internal response' strategies to close friends rather than to just friends. Children used more the strategies as 'request for social support', 'evasion', and 'external response' to just friends rather than to close friends. Finally, children's social competencies are influenced by the strategies of 'problem solving' and 'evasion'.

• 아동학회지
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• 제31권2호
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• pp.85-101
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• 2010

The purpose of this study was to examine the pathway in which children characteristics, maternal warmth, and children's academic competence affect the quality of children's peer relationships. A total of 291 children (Mage=11.4) responded to questionnaires DOTS-R (Windle & Lerner, 1986), MBRI (Schaefer, 1959), Academic Self-Efficacy Scale (Kim & Park, 2002), and FQQ (Parker & Asher, 1993). Data were analyzed via Structural Equation Modeling. Our results indicated that children's academic competence fully mediated the association between temperament and the quality of peer relationships, whereas it was a partial mediator in relations between maternal warmth and the quality of peer relationships. A difference in terms of gender was also present in this path model. In conclusion, children's temperaments and maternal warmth affected the quality of peer relationships both directly and indirectly through children's academic competence.

• 아동학회지
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• 제24권4호
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• pp.123-142
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• 2003

This study examined the effectiveness of a social competence program for mentally challenged(IQ 58-74) and/or somewhat autistic 6- and 7-year old children with peer relationship difficulties. The Hierarchical Model of Social Competence by Guralnick(1992) provided the framework of the experimental program. The intervention consisted of 16 sessions: 2 intervention teachers implemented each session for 90 minutes once a week. Target behaviors were to initiate interactions with others, to respond to behaviors of teachers and peers, to participate in group activities, and to express their needs to others with speech. Data on the frequencies of target behaviors, the behavior episodes and parent reports were analyzed. Most of children became to be more sociable, although there were individual differences in the changes in target behaviors.