• Korean Journal of Childcare and Education
• /
• v.17 no.2
• /
• pp.121-142
• /
• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• The Journal of Korean Society for School & Community Health Education
• /
• v.17 no.1
• /
• pp.1-10
• /
• 2016

Objectives: The purpose of this study was to identify factors affecting school resilience among middle school students. Methods: The 388 survey samples were divided into high level group, middle level group and low level group in terms of the self-rated academic grades. Data were analyzed with $x^2$, ANOVA and regression analysis. Results: First, self-rated health, self-competence and school resilience were significantly different by academic grades. Second, the high and middle level group of self-rated academic grade showed the effect of self-competence(sport competence, self-worth) on school resilience. Conclusions: It was suggested to develop physical, mental and social health programs and policies were required for improvement of self-competence and the school resilience.

• Journal of Families and Better Life
• /
• v.9 no.1 s.17
• /
• pp.131-144
• /
• 1991

The present study investigated childrens' self-perceived competence as related to(1) home environment variables (2) school grades and sexes of children. The subjects were 297 fourth-and sixth grade-children selected from two elementary schools on Seoul. The instruments were a children's self-perceived competence scala and the HOME scale. Frequences, correlation, two way-ANONA and multiple regression were used for data analysis. There were correlations between home environment variables and children's self-perceive competence partially. Fourth grade children perceived themselves higher than sixth grade children in global self-worth. Boys perceived themselves higher than girls in physical competence. The variables that influence on children's self-perceived competence very with their grades and sexes.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.15 no.2
• /
• pp.159-165
• /
• 2009

Purpose: The purpose of this study was to identify clinical competence and to analyze influencing factors on clinical competence for second year college nursing students. Methods: The data were collected from 183 students by means of self reported questionnaires with clinical competence, satisfaction of clinical practice experience, critical thinking disposition, and self-directed learning, on June 18th 2007 and June 25th 2008. Results: The influencing factors on clinical competence of nursing students were satisfaction of clinical practice experience and critical thinking disposition. The more adaptable a student's major was, the higher the clinical competence and satisfaction of clinical practice experience. The score of self-directed learning was the highest in the well adapted group of a major. For clinical competence categories, the level of basic nursing was the highest followed by psychosocial nursing, patient education, nursing process, monitoring and patient physical assessment. The level of direct nursing care was the lowest among nursing students. Conclusion: In conclusion, results of this study suggest that constructing a cooperative system between colleges and educational hospitals, intensifying preceptors' and professors' clinical instruction, and developing a multimedia learning module and practice using simulators or standardized patient care is necessary to promote clinical competence of nursing students.

• Korean Journal of Childcare and Education
• /
• v.12 no.2
• /
• pp.219-238
• /
• 2016

The purposes of this study were to examine relations among attachment security, playfulness, and social competence during the preschool period and to investigate relative effects of attachment security and playfulness on preschoolers' social competence. A total of forty eight 4-year-old preschool children participated in the current study. Attachment security was assessed using the Attachment Q-sort during a two- or two and half hour home visit. Preschoolers' playfulness and social competence were evaluated by mothers. First, preschoolers' attachment security was significantly associated with their interpersonal adjustment. Preschoolers with secure attachment were rated by their mothers as having higher interpersonal adjustment. In addition, preschoolers' playfulness was significantly related to popularity/leadership and social participation. Second, when preschoolers' attachment security and playfulness were entered together to predict social competence, attachment security and sense of humor were significant predictors of preschoolers' interpersonal adjustment, and social and cognitive spontaneity significantly predicted popularity/leadership. With respect to social participation, preschoolers' physical spontaneity was a significant predictor. Findings of this study indicate that attachment security and playfulness tap into different aspects of social competence, suggesting that both are needed to be emphasized in the development of social competence during the preschool period.

• Journal of the Korean Home Economics Association
• /
• v.46 no.5
• /
• pp.97-109
• /
• 2008

Atopic dermatitis is the fastest growing skin disorder among children from infancy to adolescence in Korea. The side-effects of atopic dermatitis not only include physical discomfort, but also psychological trauma which ultimately affects the developmental growth of children. This study was conducted in order to investigate the behavioral characteristics of an atopic dermatitis sufferer. As part of this research, the relative influence of behavioral problems and, self-perceived competence were analyzed in relation to the social competence of an atopic child. In total, 301 atopic and non-atopic children, between 2 and 6 years of age, and their mothers and teachers participated in the study. From this number, 109 children had atopic dermatitis, while 192 children did not. Mothers were asked to complete a parent-report questionnaire that required information on parental stress, according to the scale parenting methodology of Abbdin(1990) and Cho(1999). Teachers were subjected to teacher-report questionnaires which included topics on social competence, socia-emotional assessment and behavioral problems of an atopic child. Furthermore, children also completed questionnaires on self-perceived competence. According to analysis on K-CBCL, ITSEA, social competence, self-perceived competence and parental stress, children with atopic dermatitis showed higher scores in depression/anxiety and depression/withdrawal, compared to children in the normal control group. In relation to parental stress, daily stress, parental role stress, and stress related disease, mothers with atopic dermatitis children exhibited higher scores. In establishing relationships among the related variables, atopic children who demonstrated more social competence were more likely to suffer less from withdrawal, attention problems, and depression/anxiety. Stress related disease in mothers with atopic children was positively related to attention problems of the child. In terms of relative influences, behavioral problems was the most significant variable, accounting for 23% of variance. Lower behavioral problems was positively related to more social competence. In summation, this study investigated the general characteristics of atopic children. In conclusion, atopic children and their mothers had difficulty in dealing with this disease. It is our belief that an atopic child would not only require physical treatment, but also need appropriate psychological care.

• Journal of Digital Convergence
• /
• v.14 no.7
• /
• pp.485-496
• /
• 2016

The purpose of this study was to investigate relationships between the appraisal type of competency and aggression in elementary school students. Appraisal type was divided into inflated/deflated ratings. Appraisal type in competencies, and sex were independent variables, and aggression was dependent variables. SPPC, TRS and AS were administered to 419 students and 20 teachers. The major findings of this study were as follows: First, the correlation of child-teacher with perceived competence ratings was the highest in the scholastic competence. Second, frequency of deflated appraisal was the highest in the behavioral conduct. Third, physical aggression is differentiated by the sex. And physical aggression was high when athletic competence was deflated. Fourth, physical aggression, hostility and anger were high when physical appearance was deflated. Fifth, hostility is significantly different by the interaction effect between sex and appraisal type of behavioral conduct. The above findings imply that appraisal type in competencies does not always result in aggression and this study will provide a useful insight for aggression reduction in elementary school students.

• Journal of the Korean Home Economics Association
• /
• v.38 no.5
• /
• pp.15-24
• /
• 2000

The purpose of the study was to explore the causal relationships between delinquency and self-esteem among adolescents. The subjects of this study were 497 adolescents attending middle schools in Pusan. The data was collected by longitudinal research design of 9 month interval In first, second wave, the participants completed the delinquency scale and the multidimensional self-esteem inventory that includes home self, peer-related self, teacher-related self, academic-general serif, physical appearance self, physical competence self, and personality self, respectively The major findings of this study were as follows: these causal relationships differed among subdimensions of self-esteem, 1)the causal relationship between delinquency and home self was bidirectional, 2)the causal relationship between delinquency and peer-related self, teacher-related self, academic-general self, and personality self was unidirectional, 3)the causal relationship between delinquency and physical appearance self, physical competence self was not statistically significant.

• Korean Journal of Child Studies
• /
• v.22 no.4
• /
• pp.85-97
• /
• 2001

This study examined the effects of mother's support and peer acceptance on children's domain specific self-esteem and the moderating effects of best friend's support. The subjects were 272 $4^{th}$ and 349 $8^{th}$ grader in Chin-ju. Data were analyzed by the SAS/PC+ program, including Cronbach's ${\alpha}$, Pearson's correlation, multiple regression and two-way ANOVA. Findings were that peer acceptance had a higher influence on academic-general self, peer-related self, physical-appearance self, personality self and physical-competence self than did mother's support. Mother's support had a higher influence on home self than did peer acceptance. Best friend's support and mother's support interacted with children's physical-appearance self and physical-competence self. Best friend's support and peer acceptance interacted with student's peer-related self.

• Journal of the Korean Home Economics Association
• /
• v.40 no.9
• /
• pp.47-61
• /
• 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.