• Journal of Korean Academy of Nursing
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• v.35 no.4
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• pp.694-700
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• 2005

Purpose. The purpose of this study was to determine the relationship between peer and parental factors and smoking behavior of adolescents in urban cities and to investigate whether there are gender differences. Methods. A stratified and random cluster sampling design was used to obtain a cross-sectional sample of high school students in two urban cities. The sample consisted of 512 Korean adolescents (256 boys and 256 girls) aged 15 to 18 (mean age 16.7$\pm$.58). Self-reported questionnaire consisted of adolescent smoking behavior, peer smoking and alcohol use, parental smoking and alcohol use, father-mother-peer relationships and perceived social support from peers and parents. Multiple logistic regression analysis was used to examine the hypothesized model. Results. The findings showed that peer and parental factors accounted for $30.3\%$ of the variance in adolescent smoking and peer smoking was most strongly associated with adolescent smoking behavior (OR = 10.18). In addition, peer smoking (OR = 4.71), peer alcohol use (OR = 4.21), and peer relationships (OR = 1.03) were significantly associated with boys' smoking behavior. In girls, peer smoking (OR = 26.50) and parent smoking (OR = 5.48) were significantly associated with smoking behavior. Conclusions. Consistent with previous findings, peer smoking is a significant factor on adolescent smoking. Specifically, boys would be more influenced from peers than girls. Therefore, smoking prevention programs for adolescents might be focused on the social context such as, resisting to peer pressure and enhancing the self-efficacy to control.

• Korean Journal of Child Studies
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• v.24 no.4
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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.

• Korean Journal of Human Ecology
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• v.22 no.1
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• pp.89-98
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• 2013

The purpose of this study was to investigate the effects of attachment with parent and peer on the adolescent's leadership life skills. The subjects were 281 students from three middle schools in Incheon city. The data were analyzed by multiple and hierarchical regression. Major findings of this study were as follows; First, present study suggested that parental attachment, peer attachment, and adolescent's leadership life skills were a moderate level. And, adolescent's leadership life skills were a significant differences on the parental and peer attachment, respectively. In particular, the more amicable communication with parents and peers, the more developed their overall leadership life skills. Finally, the peer attachment rather than parental attachment was more influenced on their leadership life skills. Focusing on parental and peer attachment relationship, the educational implication for promoting adolescent's leadership life skills were discussed.

• 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.30 no.4
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• pp.33-46
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• 2009

In this analysis of relationships among parent-child communication style, child's sense of identity, and their effects on child's peer relationships, a survey was conducted of 506 6th grade students in 3 elementary schools of Incheon City. Data were analyzed by t-test, ANOVA, Pearson's correlation, and multiple regression analyses. Results showed that : girls had higher scores in academic identity and more positive factors in peer relationships than boys; when communications between parents and children were more open, peer relationships were more positive and less negative; children with a stronger sense of identity had more positive factors in peer relationships; social identity was the most influential factor in positive and general identity was the most influential factor in negative peer relationships, respectively.

• International Journal of Human Ecology
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• v.11 no.2
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• pp.1-14
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• 2010

The main purpose of this study was to identify the impact of neighborhood settings on peer risks experienced by delinquent adolescents. A convenience sample of 1,086 youth who came to the attention of four county juvenile courts was used for the present study. The peer risk levels were measured through use of version 1.0 of the Global Risk Assessment Device (GRAD); in addition, neighborhood information obtained from the National Census was utilized. The results of the HLM demonstrated that there were significant between-neighborhood variations in peer risks and the neighborhood economic disadvantage variable was associated with peer risks after controlling for the variables of individual characteristics. The findings of this study add to the literature on juvenile delinquency by providing empirical support for the proposed model that illustrates the significant relationship between a neighborhood setting indicator and peer risks experienced by delinquent adolescents when practicing treatment or intervention programs with delinquent adolescents.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.49-68
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• 2011

This study examined if any differences exist of young children's physical and relational aggression as affected by aggression levels, teacher-child and peer relationship, age, and gender. Furthermore, the extent of physical or relational aggression of the young children influencing teacher-child relationships is also examined. In this study, two hundred and fifty children aged three to ten and fifty-two teachers were targeted. They responded on questionnaires in regard to aggression, teacher-child relationships, and peer relationship. The findings are as follows: First, in terms of child aggression according to his/her age, it has been shown that physical aggression is primarily present in the age of four. Second, concerning gender, boys are found to be high in levels of both relational and physical aggression. Third, the data shows that in the relationship between the child's aggression and teacher-child relationship, the higher the child's aggression, the lower the intimacy of relationship between child and teacher and the higher the dependence and conflict in the relationship of teacher and child. Fourth, in the examination of relationships between a child's aggression and peer influence, higher levels of relational and physical aggression correlate with higher aggressive, hyperactive, and anti-social behaviors. In addition, the higher the age and relational aggression, the higher the pro-social behaviors that occur. Pedagogical implications and suggestions are put forth in the areas of improving relationships between children and teachers, how teachers can assist young learner development, and techniques to improve peer relationships and reduce its difficulties.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.361-370
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• 2021

The purpose of this study was to examine the mediating effect of self-esteem in the relationship between bicultural acceptance attitude and peer relationship of multicultural adolescents, and to examine the moderated mediating effect of multicultural acceptability. To this end, the data of 1,197 adolescents who participated in the 8th year survey(2018) of the 'Multicultural Adolescent Panel Study' surveyed by the National Youth Policy Institute were analyzed. As a result of the analysis, first, it was found that the bicultural acceptance attitude of multicultural adolescents had a significant positive effect on self-esteem. Second, it was found that while bicultural acceptance attitude of multicultural adolescents had a significant effect on peer relationship, self-esteem partially mediated these relationships. Third, it was found that multicultural acceptability moderating the indirect effect that affects peer relationship through self-esteem as a mediating bicultural acceptance attitude of multicultural adolescents. Based on the results of this study, a support plan was sought to positively form and maintain the peer relationship of multicultural adolescents, and the implications, limitations, and suggestions for subsequent studies of this study were presented.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.207-230
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• 2012

The purpose of this study was to examine which variables of interest predicted young children's adjustment to childcare centers. The variables of interest in the study include children's individual variables(gender, age, and temperament), peer competence, and relationship with teachers. The subjects were 130 preschoolers aged 2 to 3 and their mothers and teachers. SPSS 15.0 program was used to analyze the data of the study. The results showed the statistically significant differences in children's adjustment to childcare centers by gender. Also, statistically significant relationships were found between children's adjustment to childcare centers and their temperament, peer competence, and relationship with teachers. Finally, the results of regression analyses revealed that children's conflicts with teachers, closeness to teachers, and leadership in peer competence were found to be the influential predictor of children's adjustment to childcare centers. Implications for research and practice were discussed in the light of the study results.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.57-69
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• 2019

Objective: The purpose of this research was to examine the moderating effects of relationships on the association between temperament and peer play interaction. Methods: The participants were 606 four year olds who were recruited from day care centers and preschools located in Incheon and Gyeonggi province. Teacher-child relationship was measured with Student-Teacher Relationship Scale. Peer interactions were measured with Penn Interactive Peer Play Scale. Temperament was measured with Child Behavior Questionnaire (CBQ). The data was analysed using Pearson correlation and hierarchial regression. Results: Teacher-child intimacy moderated the associations between inhibitory control and play disruption as well as between emotionality and play disconnection. Moreover, Teacher-child conflict moderated the association between emotionality and play disconnection. Conclusion/Implications: The findings suggest that teacher-child relationships buffer risks conferred by temperament.