• 한국문헌정보학회지
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• 제54권2호
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• pp.299-322
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• 2020

본 연구의 목적은 초등학생의 또래관계 네트워크 특성을 탐색하고, 그 특성이 독서능력에 미치는 영향을 파악하여 독서교육방안을 제안하는 것에 있다. 연구를 위해 소셜네트워크분석(social network analysis)을 활용하였고, 또래관계와 독서능력과의 관계를 알아보기 위해 중심성 분석과 QAP 상관관계 및 QAP 회귀분석을 실시하였다. 연구결과 초등학생의 또래관계에서 친구관계보다는 도움관계가 독서능력과 관련이 있음을 제시하였다. 그러나, 친구관계가 도움관계 네트워크에 영향을 미치고 있어 독서능력의 향상을 위해서는 친구 및 도움관계 네트워크의 관계를 모두 고려해야 함을 파악할 수 있었다. 이러한 네트워크 분석결과는 상황과 학습 목적을 고려한 독서 전, 중, 후와 같은 시기별 활동이나 개인, 모둠, 전체 활동 같은 구성원 조성에 유용할 수 있는 독서교육방안을 제시하였다는 것에 의의가 있다.

• 문화기술의 융합
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• 제5권4호
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• pp.1-9
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• 2019

본 연구는 저소득층 아동의 학교적응에 또래애착이 영향을 미치는지 살펴보고, 이들 간의 관계에서 지역아동센터 서비스 이용 경험이 매개적 역할을 하는지 살펴보고자 하였다. 지역아동센터 2기 패널 4차(2017년) 자료가 분석에 사용되었으며, IBM SPSS Statistics 20 프로그램을 사용하여 빈도분석, 신뢰도분석, 상관관계분석, 다중회귀분석을 실시하였다. 연구 결과 또래애착(또래 신뢰)은 센터 이용 경험과 학교적응에 있어 정적 영향을 미치는 것으로 나타났으며, 또래애착과 학교적응 간의 관계에서 지역아동센터 이용 경험은 부분매개효과를 가지는 것으로 나타났다. 지역아동센터를 이용하고 있는 아동들에게 센터 교사와의 관계나 센터 경험의 도움 여부는 지역아동센터 이용에 대한 만족도를 넘어서 학교생활적응에도 영향을 미치는 중요한 경험이라는 점에서 지역아동센터 교사와 프로그램의 질적 수준을 높이기 위한 방안이 마련되어야 할 것이다.

• 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.

• 대한가정학회지
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• 제37권8호
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• pp.103-116
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• 1999

The purpose of this study was to explore leacher and peer relationships and child development in two types of early childhood program; halfway kindergarten and full-day childcare. The subjects were 90 four and half year old children and their teachers enrolled in 10 kindergartens and 20 childcare centers in Seoul. Each teacher evaluated her children with six scales developed by NICHD Early Child Care Research Network(1996); child-leacher relationship, peer relationship, social competence, adaptive language, behavior characteristics, and behavior problems. The data were analyzed by ANOVA. The results of this study were as follows: First, the girls in both programs had closer relationship with their teachers than the boys. The boys in the daycare were less dependent than those of kinder; on the other hand, the girls in the daycare were more dependent than those of kinder. Second, there was no significant difference in peer relationship between the children in both centers. Third, the girls of both centers scored higher than the boys in social competence. Fourth, in the child's adaptive language, both boys and girls were well developed, but girls were higher than boys, especially in kinder Fifth, the children in both centers behaved attentively in the groups, but in particular, the girths were more attentive. Finally, most of children were received low scores in the behavior problem scale.

• 가정과삶의질연구
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• 제31권2호
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• pp.77-91
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• 2013

The purpose of this study is to investigate if self-esteem mediates the effects of conflict with parents, peer relationship and school adaptation in relation to the satisfaction with life of adolescents in multicultural families. The subjects of the present study are 152 adolescents of multicultural families ranging from 12-16 years of age from the cities of Seoul, and Daegu, and the provinces of Gyeong-gi, and Gyeong-buk, South Korea. The measured constructs are Conflict with Parents, Friendship, School Adaption, Self- Esteem and Satisfaction with Life Scale. The dates were analyzed using path analysis. The major results of this study demonstrate that self-esteem does not mediate the effects of conflict with parents and peer relationship in relation to the satisfaction with life of adolescents in multicultural families. However, self-esteem does mediate the effects of school adaptation in relation to the satisfaction with life of adolescents in multicultural families.

• 대한가정학회지
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• 제46권5호
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• pp.19-33
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• 2008

The main purpose of this study was to assess the effects of SES, mother's psychological well-being, child-rearing behavior and child's peer relationship on school adjustment. A total of 237 children enrolled in the 5th and 6th grade and their mothers were used for this study. Data was collected via questionnaires completed by children and their mothers. The path analysis of antecedent variables influencing child's school adjustment revealed two different patterns. Firstly, socioeconomic status influenced child's school adjustment through maternal psychological well-being. Secondly, maternal psychological well-being affected by socioeconomic status contributed to child's school adjustment through positive child-rearing behavior and positive peer relationship. Focusing on maternal psychological well-being and mother's child-rearing behavior, the implication for promoting child's school adjustment are discussed.

• 대한가정학회지
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• 제37권4호
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• pp.85-95
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• 1999

This study was to investigate the following research questions. (1) Is there any gender difference in the mother's verbal control and the child's peer relation\ulcorner (2) Is there any relationship between the mother's verbal control and the child's peer relation\ulcorner (3) Is the child's peer-relation influenced by the mother's verbal control\ulcorner The subjects of this study were 157 boys and 144 girls attending elementary schools in Susan. Lee, Kyung-Hee's questionnaires(1993) on mother's verbal control modes and Lee, Ju-Lie's questionnaires(1994) on child's peer relation were used. The results were as follows: 1) The mother's imperative mode for boys differed significantly from that for girls. Boys perceived mother's verbal control mode as more imperative. 2) There were significantly correlations between mother's position- oriented mode and boy's peer relation, between mother's person-oriented mode and boy's peer relation, and between mother's position-oriented mode and girl's peer relation. 3) The mother's position-oriented mode and the mother's person-oriented mode were the predictor variables influencing on child's peer relation.

• 대한가정학회지
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• 제40권9호
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• pp.47-61
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• 2002

In a sample of 594 seventh to ninth graders, this study examined the relation between bullying-victimization and the self-esteem and the implication of peer support in their relation. The results of study were as followed: 1) significant sex difference was observed in the victimization but not in the bullying. 2) the bullying was positively correlated with the peer-related self and physical competence self, and negatively correlated with personality self among boys. Among girls, bullying was positively correlated with the peer-related self and negatively correlated with personality self. 3) the victimization was negatively correlated with peer-related self, academic self, physical appearance self, and physical competence self among boys. Among girls, the victimization was negatively correlated with peer-related self, home self, and physical appearance self. 4) the peer support mediate the relation of the buoying-victimization and self-esteem. Results are discussed the role of peer support in the relationship between bullying-victimization and self-esteem.

• 대한물리치료과학회지
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• 제30권3호
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• pp.91-104
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• 2023

Background: The purpose of this study is to investigate whether peer attachment serves as a positive emotional resource for children who have experienced school violence and cyber violence victimization. In addition, we aim to present alternative programs to reduce school violence and promote positive peer attachment among children. Design: We utilized data from the 13th year(2020) of the Panel Study on Korean Children for this study. Methods: The survey was conducted through a questionnaire administered by surveyors, and the total number of cases was 1,357. Results: First, the effects of school violence and cyber violence victimization experiences were confirmed. Second, it can be inferred that children with isolation in peer relationships may ultimately be more vulnerable to cyber violence victimization, as their interactions in cyberspace may also be undermined, highlighting the potential impact of social relationships on cyber violence victimization. Third, it can be observed that children with high levels of peer attachment are emotionally stable, even when exposed to school violence and cyberviolence victimization, which may enable them to regulate the degree of victimization they experience. Conclusion: School violence experience and cyber violence experience interact with each other, and in this relationship, positive peer attachment is a positive resource. Therefore, it emphasizes the importance of the relationship between friends in preventing and overcoming school violence and provides suggestions for solutions based on this understanding.

• Human Ecology Research
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• 제62권2호
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• pp.249-259
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• 2024

The purpose of this study was to identify the longitudinal mediating effects of peer attachment on the relationship between psychological school environment and children's sense of community. Data on 1,088 children were obtained from the 10^th, 11^th, and 13^th Panel Study on Korean Children in the 3rd 4th, and 6th grades. The data were analyzed using descriptive statistics, Cronbach's α, Pearson's correlation, a latent growth model, and a multivariate latent growth model. All analyses were conducted in SPSS 25.0 and AMOS 23.0. The principal results were as follows. First, children's peer attachment gradually decreased over time. Moreover, individual differences existed in the initial values and rates of change. Second, the psychological school environment in the 3rd grade positively influenced children's initial peer attachment, which then exerted a positive impact on children's sense of community in the 6th grade. Second, the psychological school environment in the 3rd grade negatively influenced children's rates of change, which also exerted a positive impact on children's sense of community in the 6th grade. Finally, the initial value and rates of change of peer attachment were significant mediating effects of the relationship between the psychological school environment in the 3rd grade and children's sense of community in the 6th grade. The findings highlight the necessity of creating a psychological school environment that develops peer attachment and a sense of community among children.