• 아동학회지
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• 제32권2호
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• pp.15-34
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• 2011

The main purpose of this study was to examine pathways from interparental conflict to adolescents' problem behavior through maternal support and control and/or quality of peer relationship. A sample of 340 high school students (166 boys and 174 girls) in Incheon completed questionnaires on interparental conflict, maternal support and control, quality of peer relationship, and problem behavior. Data were analyzed by means of structural equation modeling. The results demonstrated that interparental conflict had a direct influence in both internalizing and externalizing problem behaviors, indicating that adolescents who perceived higher levels of interparental conflict had more problem behaviors. Regarding pathways from interparental conflict to problem behavior through maternal support and control and/or quality of peer relationships, adolescents perceiving higher levels of interparental conflict reported higher maternal psychological control and lower support and behavioral control. This was followed by a lower level of quality in terms of their peer relationships; the lower quality of peer relationships resulted in more adolescent problem behaviors. These results indicate that interparental conflict and maternal support and control play crucial roles in the development of internalizing and externalizing problem behavior, respectively.

• 의학교육논단
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• 제18권2호
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• pp.106-113
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• 2016

The purpose of this study is to identify factors associated with effective peer-assisted learning (PAL) for nursing students. This review examined studies on PAL in nursing education. The literature was searched using terms including 'nursing & peer assisted learning,' 'nursing & peer learning,' and 'nursing & peer teaching.' Potentially relevant research on PAL was identified, and 12 studies were determined to meet the inclusion criteria. This review includes five qualitative, three mixed-methods, and three experimental studies published on the topic. In the studies reviewed, practicum classes were found to use PAL the most. Students of the same age were most commonly the subjects of PAL, as indicated in six papers. PAL has been suggested to affect participants' knowledge, self-efficacy, confidence, and anxiety. The findings indicate that interactions between peers promote learning and lead to mutually positive responses, which provide opportunities for self-development. Finally, students' learning outcomes improve and their confidence in their knowledge and skills increases as they experience the role of student nurse. These findings indicate that PAL can be utilized as an efficient learning method in nursing education programs. However, effective strategies for using PAL to achieve learning objectives and maximize learning outcomes are needed.

• 한국콘텐츠학회논문지
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• 제17권8호
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• pp.597-609
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• 2017

본 연구는 학교 밖 청소년의 가정폭력피해경험이 또래폭력가해에 미치는 영향과 이 과정에서 불안과 공격성의 매개효과를 검증하는 것을 목적으로 하였다. 연구대상은 충북의 학교 밖 청소년 169명이다. 자료는 SPSS를 활용하여 분석하였으며 매개효과를 검증하기 위해 Sobel test를 실시하였다. 연구결과를 보면 먼저, 가정폭력피해는 또래폭력가해에 정적인 영향을 미쳐 직접효과가 있었다. 다음으로 가정폭력피해와 또래폭력가해와의 관계에서 불안과 공격성의 매개역할을 검증한 결과, 공격성의 간접효과는 유의하게 나타났으나 불안은 유의하지 않았다. 이러한 결과는 가정폭력피해가 학교 밖 청소년의 또래폭력가해를 높이는 중요한 요인으로 가정폭력피해를 줄이기 위한 개입 및 또래폭력 예방을 위한 공격성 감소 노력이 필요함을 시사한다. 이를 통해 본 연구는 학업중단 후 학교 밖 청소년과 그 가족에 대한 신속한 개입, 가족관계 및 기능 강화, 학교 밖 청소년의 임파워먼트 강화, 학교 밖 청소년에 대한 사회의 인식 전환을 제안하였다.

• 한국콘텐츠학회논문지
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• 제20권7호
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• pp.263-273
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• 2020

본 연구의 목적은 중학생의 또래애착이 자존감과 내재적 학습 동기 사이에서 매개효과가 있는지를 확인하는 것이다. 이를 위해 본 연구에서는 전라남도 S시 소재의 남녀 중학생 457명(남학생 225명, 여학생 232명)을 대상으로 자존감, 또래애착, 내재적 학습동기의 수준을 측정하여 자료를 수집하였다. 연구결과는 다음과 같다. 중학생의 자존감과 또래애착, 내재적 학습동기 사이의 상관은 모두 유의하게 나타났다. 자존감은 또래애착과 내재적 학습동기에 유의한 영향을 주었으며, 또래애착도 내재적 학습동기에 유의한 영향을 주었다. 한편 또래애착은 자존감과 내재적 학습동기 사이에서 부분매개효과가 있는 것으로 나타났다. 또래애착의 매개효과는 학년에 따른 다른 양상을 보였다. 본 연구를 통해서 중학생들의 자존감은 또래애착에 영향을 주며, 자존감의 영향을 받은 또래애착은 내재적 학습동기에 영향을 줄 수 있음을 확인하였다. 또한 본 연구의 시사점과 제한점에 대하여 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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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.

• CRM연구
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• 제3권2호
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• pp.1-20
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• 2010

본 연구는 청소년의 특성상 획일적인 유행현상으로 인한 동조소비나 독특한 집단문화의 확산 등을 볼 때 여중고생의 색조화장행동에 있어서도 그들만의 특성을 지닌 영향요소가 있을 것이라고 보고, 이들의 개인적 특성 및 사회적 준거집단에 대한 영향력을 통해 화장행동의 고도화 및 일탈행동으로 이어지는 영향을 검증하였다. 이를 위해 여자 중 고등학교 학생을 대상으로 색조화장을 하는 정도와 동료 간의 영향력을 중심으로 설문조사를 실시 하였으며, 수집된 총 297부를 최종분석에 사용하였다. 실증분석 결과, 첫째, 여중고생의 색조화장행동에 있어 사회적 자기효능감은 혁신과 또래압력 수용정도에 모두 정(+)의 영향관계를 나타냈다. 특히 사회적 자기효능감은 또래압력에 부(-) 영향관계를 예측하였으나, 정(+)의 관계를 나타내 또래집단의 특성상 자신에 대한 확신이 높다하더라도 집단에 동조하는 등의 여중고생의 심리적 특성을 나타냈다. 둘째, 여중고생의 화장에 대한 가시성은 혁신과 또래압력정도에 부(-)의 영향을 나타내 여중고생의 화장에 대한 가시성이 높은 타인의 눈에 쉽게 인식되는 정도이더라도 새로움을 추구하지 않는다는 것을 나타냈다. 또한 가시성은 또래압력을 받기보다는 오히려 또래집단에 영향력을 행사할 수 있음을 나타냈다. 셋째, 여중고생의 화장에 대한 혁신과 또래압력이 화장행동에 모두 긍정적 영향을 미치는 것으로 나타났다. 또한 화장행동에 대한 상대적 영향력은 혁신보다는 동료 압력에 의한 영향력이 더 높게 나타나 여중고생의 화장행동은 또래 압력의 영향력이 크다는 것을 시사하고 있다. 넷째, 여중고생의 화장행동의 고도화는 화장만족과 일탈행동에도 유의한 영향을 미치는 것으로 나타나 여중고생의 색조화장행동에 대한 새로운 시각이 필요함을 시사하고 있다.

• 대한가정학회지
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• 제43권10호
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• pp.103-114
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• 2005

This study analyzed the effect of parent-child communication and peer relationship on children's internet addiction. The subjects were 642 elementary school students living in Daejeon city. Cronbach's $\alpha$, t-test, ANOVA, and Duncan's test were employed in analyzing the data by using SPSS 10.0. The findings of this study were as follows First, the boys were more addicted to internet use than the girls, as were the children of less educated parents. The children of parents with professional careers were less addicted to the internet. The children who perceived their school achievements as low were more addicted to the internet. Second, the children who spent more time daily, longer time at once and more frequently per weekly internet use were more addicted. Third, internet addiction was influenced tv parent-child communication and peer relationship. Boys who had more problem communications with their parents less open communication with their mother and a lower level of peer support were more addicted to the internet. The problem of communication with their mother and conflict in their peer relationship had more influence on the internet addiction of girls.

• 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.

• 아동학회지
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• 제36권2호
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• pp.55-74
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• 2015

This study examined the various pathways from peer relationships to subjective well-being through self-esteem in late childhood. A total of 354 fifth and sixth grade students in elementary school (189 boys and 165 girls) participated in the study. Peer relationships were assessed using the peer rating scale, and self-esteem and subjective well-being were measured using the self-rating scales. The data were analyzed by means of Structural Equation Modeling (SEM). Children's peer relationships affected their subjective well-being directly, as well as indirectly through their self-esteem. Positive relations with peers enabled children to improve their subjective well-being. In addition, those children who possessed good relationships with peers were more likely to perceive themselves as worthy, which led to higher overall levels of happiness and satisfaction in their lives. The study emphasizes the crucial influence of self-esteem on school-aged children's subjective well-being.

• Asia pacific journal of information systems
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• 제29권4호
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• pp.571-590
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• 2019

Despite the growing amount of mobile peer-to-peer (P2P) payment applications available on mobile app stores, these applications are still in their infancy and have yet to see mass adoption. This study aims to explore the factors that influence the adoption of such mobile P2P payment applications by using a large-scale data set based on the tracking of users' actual mobile application usage behavior. Our main findings reveal that the duration of each session that users use of traditional bank application has a significant relationship with their adoption of mobile P2P payment applications. In addition, we explore the social aspect of such mobile P2P payment applications by analyzing their social network applications usage and found that the amount of social network service applications used and usage duration positively impacted one's adoption of mobile P2P payment applications. These findings have important theoretical and practical implications for stakeholders of mobile P2P payment solution providers as well as intermediaries/banks who provide their own payment applications to their customers.