• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.185-203
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• 2008

This study aimed at examining an effect of peer counselor's mentor activity on rejected children's peer relationship in elementary school. To achieve this goal, the following hypothesis was made. Hypothesis I : Peer counselor's mentor activity will improve rejected children's peer relationship. I -1 : Peer counselor's mentor activity will improve rejected children's trust to peer. I -2 : Peer counselor's mentor activity will improve rejected children's respect to peer. To test the hypothesis, after sociometry papers 19 fifth-graders for rejected children groups were selected from four classes at H elementary school in Busan according to Coie & Dodge's(1988) five classified system that is modified to Korean situation by Ahn ie-hwan(2006). Ten rejected students from two classes were labeled as a peer group with a peer counselor and nine rejected students who had similar characteristics from two classes were labeled as an non-peer group without a peer counselor. The peer counselors were decided by obtaining affirmative mentions of rejected students group. Peer counselors participated in the training of peer counselor's skill program and then they had a person to person mentor activity with the rejected children's group that they belonging to. The training consisting of a total of four sessions, 3 times a week, was provided to peer counselors eleven times after school. The peer counselors given the peer counselling training did person to person mentor activity with the peer group's rejected children for a month. The mentor activity, three times a week, following during training was reinforced after school. For peer counselor training, the elementary school children's peer counseling program developed by Lee Sang-hi, Roh Seong-deok and Lee Ji-eun(2001) was used. Hong Ok-soon's(1984) peer relationship test, Moreno's(1934) sociometry tool were used to verify an effect of the peer counselor's mentor activity. For the data analysis, quantitative analysis with sociometry tool and qualitative analysis with social status and social type change were used. To know the difference in pre test and post test peer relationship between experimental group and control group, in quantitative analysis, ANCOVA result was used and qualitative analysis, social status and social type was used. The finding was as followings. First, after peer counselor's mentor activity, there was a significant improvement in rejected children's trust and respect to peer and the whole relationship from the pretest to the post test. Second, peer counselor's mentor activity gave rise to affirmative changes on rejected children's social status and social type. This study concluded that peer counselor's mentor activity would help rejected children's peer relationship to change affirmatively and improve.

• Therapeutic Science for Rehabilitation
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• v.4 no.2
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• pp.84-91
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• 2015

The purpose of this study was introduce peer mentoring which is well used in various rehabilitation areas in overseas country to Korea academically and clinically and help psychological and physical recovery for stroke survivor. It was two group experimental design study, this protocol is designed for stroke survivor, 3-6 months after the onset. Peermentors were consisted of outpatients who is stroke survivor in different recovery levels, at least 2 year after the onset. Peermentors received education about how to support and mentor participants of the program emotionally, appraisally, and informationally and how to run the program. Geriatric Depression Scale Short Form-Korea Version(GDSSF-K) is used to measure psychological factor, Stroke Impact Scale(SIS) is used to measure recovery level of patient, and for physical factor Upper Extremity Function Test for the Elderly(TEMPA) was used. A researcher who is interested in the peer mentor program needs to find more effective applying method based on be offered method in this study for helping recovery after stroke.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.612-621
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• 2014

The purpose of this study is to examine the effect of peer mentor on academic achievement of mentee and views on nature of science. The experimental group was consisted of 20 mentor students, formed as a high level being less than 20% of achievement test, and 20 mentee, low level less than 15% of that. The mentoring activities were conducted 23 times for 8 weeks and progressed for 15~30 minutes after the teacher's main classes. During the mentoring activity, studying materials were provided to students and mentees asked to mentors for the parts which were difficult to understand among the contents of classes and got replies by arranging studying materials. As the results of this study, First, peer mentoring activity was shown statistically meaningful effects and improved the academic achievement in mentee's group than traditional classes (p<.01). But, there was no meaningful effects on mentor's achievement (p>.05). Second, the students who took part in the peer mentoring activity said that it was a good chance to have a close relationship between mentors and mentees. Also, the science recognition of the students were changed positively even though the science is hard and difficult to memorize, but interesting subject included the experiments. Third, the satisfaction of the peer mentoring activity is high both mentors and mentees (p<.01). Fourth, according to mentees' positive attitude, and as the level of closeness is higher, the academic achievement was increased. Based on this study, if teachers organize mentoring team effectively according to their closeness, one can expect the positive change of recognition on science as well as academic achievement of mentees.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.353-362
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• 2015

The purpose of this study is to examine the influence of elementary school student's perceived father's trait on self-regulating skills and peer relationship skills as well as the influence of father's trait according to gender of children on self-regulation skills and peer relationship skills. The summary of main results of this is as follows: It can be seen that by diminishing time-bomb and fatherless and enhancing compassionate mentor among sub-factors of father's trait as perceived by children, self-regulation skills and peer relationship skills of children could be improved. And it was understood that in the influence of father's trait as perceived by children on self-regulation skills and peer relationship skills, there is a need to consider gender difference of male and female children.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.563-571
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• 2018

The purpose of this study is to explore the direction of multicultural mentoring class activities in order to promote the professional growth and critical reflection of student mentors who are undergraduate students from a variety of major. For this purpose, the contents and phenomena of the multicultural mentoring of the mentor - mentee were reported as activity texts, and then seven directions of textuality were applied to explore the direction of multicultural mentoring class activities. As a result, coherence refers to the relationship between the mentor and the mentee for continuing the activities of multicultural mentoring, and cohesiveness refers to the relationship between the mentor and the mentee. It was called the achievement of identity. Intention means that the mentor has an intention or goal for the class before the mentoring activity, and tolerance means that the text produced by the mentor in the multicultural mentoring process is accepted by the mentee. Intentional means that the mentor has intention or goal for the class before the mentoring class activity, and tolerance means having the text as the class activity text when the mentor's text is accepted by the multicultural mentoring class activity process. In the case of informativeness, the information produced by the mentor is less informative when the mentee is predictable and less informative when the predictor is low. In the case of contextuality, contextuality of class activities can be changed according to the physical text situation and the mentee situation in class activity. In case of multicultural mentoring class activity, except for case where mentor creates new class activity text, it is related to the production of class activity texts through mentor learning experiences, peer friends' advice, and education.

• Research in Community and Public Health Nursing
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• v.28 no.3
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• pp.227-239
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• 2017

Purpose: The purpose of this study was to investigate the effects of peer mentoring program on physical activity, knee joint function, self-care agency and social support, which are health conservation elements in elderly women with osteoarthritis. Methods: This study used a quasi-experimental research design. It is a pretest-and-post 1, post 2 test design of a non-equivalent control group. The subjects were elderly women aged over 65 who were diagnosed with osteoarthritis. A total of 60 patients (experimental group 30, control group 30) who registered with the Senior Welfare Center in City G and in Region D participated in this study. The data were collected from June 29th to September 4th, 2015. The collected data were analyzed with $x^2$ test, Fisher's exact test, independent t-test and repeated measurement ANOVA. Results: The experimental group showed a greater increase in physical activity, knee joint function, self-care agency and social support than the control group. Conclusion: The results indicated that the peer mentoring program is effective in increasing physical activity, knee joint function, self-care agency and social support of elderly women with osteoarthritis.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.3
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• pp.433-445
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• 2013

Purpose: There are a number of issues that can prevent students from obtaining a college degree. Our aim is to support academic probation students to improve their grades through a peer mentoring program. Method: 29 students as peer mentors were enrolled to provide support for 35 academic probation students and 51 as control. All students participated in the 4 month-long program including mentoring twice a week and out of campus activities. To identify factors affecting the change in the participants' GPA, a self-efficacy scale and an interpersonal support evaluation list were given to them before, as well as after the program. Using the SPSS/PC program, Chi-square test, paired t-test, ANOVA and lineal regression were applied. Results: All subjects significantly improved their self-efficacy and interpersonal support evaluation after the program (P<.001). The largest change in GPA after the program was shown in academic probation group (P<.001). Group, general self-efficacy, tangible help, belonging all were put into a regression model explaining the change in their GPA after the program (modified R squre is 69.5%, P<.05). Conclusion: A mentoring program, which aims to enhance self-efficacy and interpersonal support, can provide positive influences for a college student who needs a little extra attention from a peer.

• The Korean Journal of Elementary Counseling
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• v.7 no.2
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• pp.169-180
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• 2008

The purpose of this study is to train peercounselors within the minimum period and use them as mentors for rejected children in order to raise the social status of those children. To do so, five mentors were assigned to five rejected children but their social status did not show significant difference. Not only that, even the social status of the mentors was decreased so the primary purpose of this study was not achieved. However, the activities in the class such as the mentor activity increased the choices that students can get. These changes were definite in the male student groups rather in female student groups. Female students had their own way of change and direction regardless of the class activities. Therefore, there is a possibility that 5th graders in the elementary school have different classroom dynamics according to their genders. The different classroom dynamic by genders and the choice and direction of rejection shown in the matrix table indicate that it is proper to use same-sex peer nomination for sociometry. Also, the results of this study raise the necessity for further studies regarding individual approaches for rejected children and the intervention methods that teachers use for those children.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.2
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• pp.310-322
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• 2007

This study is to find ways of support for beginning teacher induction in elementary school with constructing model of professional development. To achieve this purpose, this study reviewed significance of beginning teacher induction program, the bridge to life learning, and constructed the model of professional development for beginning. The final conclusion about ways of support as support intensity are orientation based on demanding of beginning teacher, bridge connection with veteran teacher, coordination of working conditions, collaboration among peer teacher, and strengthening computer network at week intensity level. At strong intensity level, the ways of support for beginning teacher are institutionalization on election and training of mentor, institutionalization on compulsory induction for 1 year, development and operation of teacher education center, and furtherance of school learning organization.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.629-648
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• 2015

This study is a case study examining how research-based 'authentic' science education program contextually facilitates students' learning on NOS as a process. We developed 'Becoming a Scientist' mentor-mentee program and applied it to six Korean 7th graders for 8 months. A mentor, who is also a researcher, provided scaffolding and coaching, and her mentees were to perform the whole process of science research, including selecting the research subject and questions, planning research design, doing experiments, collecting and analysing data, writing research paper, and experiencing poster presentation at an academic conference. The research questions are 1) What would the students experience at every step of their research process?, and 2) Which perceptions would they construct NOS as a process? Data include classroom observations, interview, mentor's journal, and students' learning products. The results show that the mentees have experienced their views of NOS as a process in various ways such as role of research question and purpose, validity of measured value, researcher's subjectivity in interpreting data, experience of making public and peer review, and significance of academic conference. This study has shown that students' actual experience in scientific research enhanced their views about NOS as process without explicit and reflective approaches. We defined 'authenticity' associated with not only with its similarity to what scientists do but to learner's identity as scientific researcher. Based on the situated learning theory, this study sheds light on the necessity of reconsideration about the meaning of authenticity and embodying authentic context in science education for better NOS learning.