• 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.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.423-431
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• 2020

The purpose of this study is to examine how the level of participation in dance classes affects the development of social skills and peer relationship. The results are as follows: First, in terms of social skill development and peer relationship based on demographic characteristics, competition-a sub-factor of peer relationship-was higher in male students. In terms of grade level, confidence-a sub-factor of peer relationship-was high in second year students. Second, in terms of the effect of dance class participation on social skill development, autonomy, achievement, and cooperation-sub-factors of social skill-were significantly influenced by the period of participation in dance classes. Participation frequency, on the other hand, was found to significantly impact accountability and activity. Such results indicate that longer dance class participation periods more significantly influences social skill development. Third, in terms of the influence of dance class participation in peer relationship, students who participated in dance classes longer experienced positive impacts regarding sub-factors of peer relationship. Longer participation periods were correlated with lower hostilities. That is, longer participation period and time, as well as, higher participation frequency, have impact on peer relationship.

• The Korean Journal of Community Living Science
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• v.25 no.3
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• pp.289-301
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• 2014

Recent years have witnessed an increasing number of alternative school students in Korea. However, few studies have empirically examined these students' school adjustment and peer relationship skills. To address this gap in the literature, this study examines the effects of individual characteristics, family characteristics and peer relationship skills on these students' school adjustment. Four aspects of school adjustment were measured as dependent variables. These four aspects included peer relationship adjustment, relationships with teachers, school environment adjustment, and schoolwork attitude adjustment. The peer relationship skills included three components, namely initiative, mutual closeness, and order awareness. Data were collected from 323 alternative middle and high school students through a structured questionnaire. The statistical analysis methods included descriptive statistics and a hierarchical regression analysis using SPSS WIN 19.0. According to the results, peer relationship skills as well as family background characteristics, including the age of the father, the education level of the father, the family economic level, and the number of close family members, had significant effects on school adjustment. The results highlight the importance of peer relationship skills for these students' successful school adjustment and have important policy and theoretical implications.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.19-33
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• 2000

This study explored the relationship between peer support, strategies used to cope with interpersonal stressors, and social skills among 4th and 5th graders. Instruments were the Social Support Appraisal Scale, the Self-Report Coping Scale, and the Teenage Inventory of Social Skills. Results showed that children used different coping strategies by the level of peer support. Children with more peer support were more active in seeking social support and in solving peer conflict. Children with more problems in peer relationships used more avoidance strategies such as internalization and externalization. Children with a high level of social skills were more likely to use approach strategies in peer conflict while children with a low level of social skills were more likely to employ avoidance strategies. Internalization was the most important strategy in explaining inappropriate peer relationships. For girls, social skill was the most essential variable in their peer relationships.

• 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.

• Korean Journal of Child Studies
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• v.23 no.2
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• pp.121-135
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• 2002

This study compared preadolescent communication skills and quality of peer relationships by institutionalization, sex, and age and tested the correlation between communication skills and quality of peer relationships. The subjects were 98 institutionalized and 115 homereared preadolescents. Interviews measured the communication skills of persuasive, comforting, and listener-adapted abilities. The quality of peer relationships was investigated through questionnaires consisting of both positive and negative factors. The data were analyzed by SPSS. Differences were found between institutionalized and homereared subjects in quality of peer relationships and in communication skills by sex, and age. There was a positive correlation between communication skills and quality of peer relationships.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.259-273
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• 1996

The purpose of this study was to investigate the relationship between children's popularity and Interpersonal Cognitive Problem-Solving Skill(ICPS). The subjects were 162 children(70 popular, 76 rejected, and 16 neglected children) chosen from 359 children between the age of 5 -6 and 8-9 years of age. The materials were peer nomination measures developed by Moreno(1934 ) and Interpersonal Cognitive Problem-Solving Skill produced by Park, Chan-Ok from IPCS of Spivack(1976). The data were analyzed by 3-way ANOVA popularity (3) ${\times}$ age (2) ${\times}$ sex (2), t-test, and $Scheff\acute{e}$ test. The results were that (1) children's popularity was significantly different by sex, (2) children's ICPS was significantly different by age for boys, (3) there was no significant difference in ICPS by popularity, and (4) there were significant differences in positive negative solution thought.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.90-99
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• 1995

This study was intended to investigate the effects of shyness, which is regarded as one of the former and comprehensive factors of social anxiety disorder, on interpersonal relationship. Particularly, the relations among Social Skill Factor, Motivation Factor, and Shyness were examined in order to verify a conventional belief('the most shy people have both low social skill and high motivation.') 497 middle school students(231 males and 266 females) in seoul were administrated with Snyder's Self-Monitoring Scale and Shyness Scale, and Peer-Group Popularity was measure. The results are : 1) the lower social skill is and hight Motivations is the more he or she is shy. 2) influence of Social Skill Factor is greater than that of Motivation Factor. 3) interaction effect among sex, shyness, and peer-group popularity was found.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.5
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• pp.221-228
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• 2016

This study was intended to investigate predictability among variables having an effect on problem solving skill and achievement in collaborative learning by utilizing SNS at university. To this end, 61 first-year students majoring in early childhood education at I community university in the national capital region were surveyed. And on the basis of the collected data, a multiple regression analysis was carried out. The results of carrying out the analysis are as follows. First, it was shown that self-efficacy, peer learning and help seeking had a significant effect on problem solving skill, and explained 70 of variability in problem solving skill. Second, it was shown that peek learning, help seeking and problem solving skill significantly predicted achievement, and explained 72% of the variability in achievement. Third, problem solving skill partially mediated the relationship between self-efficacy and achievement. The above-mentioned results imply that learning motivation should be increased so that learners have self-efficacy in order to improve college students' academic achievement in collaborative learning by utilizing SNS at university, and a class environment making it possible to actively provide peer learning and help seeking should be designed and a specific scheme enabling the enhancement of the problem solving skill should be considered.

• Child Health Nursing Research
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• v.9 no.3
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• pp.237-249
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• 2003

Purpose: This study was to investigate the smoking related social influence, refusal skill and nonsmoking related self-efficacy among adolescents. Method: The subject for this study consisted of 3,000 students of middle and high school located in Chonbuk province. The data were collected by self-report questionnaire from Aguest 19 to September 14, 2002. Result: The smoking rate was 3.3% in middle school students and 13.6% in high school students. The subject have had 61.1% of family members, 42.7% of same sex friends, 39.4% of object sex friend, 64.9% of peer group and 85.9% of teachers were being smoke. The smoking related social influence and smoking status showed significant relationship; current smokers' smoking related social influence level was much higher than former and never smoker. Friends', teachers' and family members' influences were important to adolescents' smoking. Adolescents had social influence made by many smokers. 27.7% of subject were suggested to smoke by near people, 40.4% of which them were smoked or tried to smoke. The mean refusal skill score of subject was 39.13 points per hundred. Adolescents have showed very low level of refusal skill to smoke. Current smokers' refusal skill level was significantly lower than former and never smoker. The mean average nonsmoking related self-efficacy score of current smoker was 44.46 percents per hundred, it showed that current smoker had very low level of self-efficacy to ceasing smoke. Conclusion: For the purpose of adolescents smoking prevention and ceasing, the educational program must designed to reduce smoking related social influence, to promote the refusal skill and nonsmoking related self-efficacy.