• Journal of the Korean Home Economics Association
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• v.49 no.9
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• pp.111-120
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• 2011

The purpose of this research was to investigate the effects of child, day care, and home variables that influence physical and relational aggression of preschool children. The participants were 338 four and five year olds recruited from day care centers. Children's self-regulation, day care experiences and parenting stress were reported by mothers. Children's aggression and the teacher-child relationships were measured by teachers. The results showed that self-regulation was negatively correlated with physical and relational aggression. Years of day care experiences and parenting stress were positively related with physical and relational aggression. Moreover, teacher-child conflicts were positively associated with physical as well as relational aggression.

• Korean Journal of Child Studies
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• v.37 no.4
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• pp.31-46
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• 2016

Objective: This study examined the influences of maternal and paternal psychological control and children's rejection sensitivity on relational aggression in elementary school students, and investigated whether children's rejection sensitivity mediated the relation of parental psychological control and relational aggression. Methods: The participants of this study were 596 fifth to sixth graders from seven elementary schools located in Seoul, Incheon, and Gyeonggi province. To measure the research variables, the Peer Conflict Scale (Marsee, Kimonis, & Frick, 2004), the Psychological Control Scale (Barber, 1996) and the Children's Rejection Sensitivity Questionnaire (Downey, Lebolt, $Rinc\acute{o}n$, & Freitas, 1998) were used. The data were analyzed by means of descriptive statistics and t -tests. Also, structure equation model (SEM) were used to examine the mediating role of rejection sensitivity. Results: The results of this study were as follows. First, the level of paternal psychological control increased the level of children's relational aggression whereas the level of maternal psychological control had no significant effect on it. In addition, the level of rejection sensitivity had a significant positive influence on the level of relational aggression. These tendencies were observed on both boys and girls. Second, only for boys, rejection sensitivity in upper elementary school students partially mediated the relation between paternal psychological control and relational aggression. Also, for both boys and girls, rejection sensitivity completely mediated the relation between maternal psychological control and relational aggression. Conclusion: In conclusion, the higher the level of paternal psychological control, the higher the level of children's rejection sensitivity, and subsequently the higher the level of their relational aggression.

• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.105-113
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• 2009

The purpose of this study was to explore differences in social information processing according to children's sex and types of aggression in response to instrumental and relational provocation factors. Two hundred and fifty-one 4, 5, and 6 graders were selected from an elementary school in Seoul. To evaluate their social information processing, the Intent Attributions and Feelings of Distress(Crick, 1995; Fitzgerald & Asher, 1987) and Response Decision Instrument(Crick & Werner, 1998) were revised and analyzed. A peer-nomination measure(Crick, 1995; Crick & Grotpeter, 1995) was used to select aggressive groups. Data were subjected to descriptive statistical analysis and multivariate [2(sex: M, F)${\times}$3(type of aggression: overt, relational, overt and relational aggression)] analysis of variance. Findings revealed that children's social information processing patterns were different according to sex and type of aggression. Also aggressive children responded differently in their social information processing according to instrumental and relational provocation factors. Implications of these findings for the role of gender, aggression type, and provocation type are discussed in order to better understanding of children's social information processing.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.242-256
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• 2017

The purpose of this study was to describe and understand the characteristics of morphological, contextual as relational aggression among 4-year old children during free play periods. The ethnographic methods included participants observation of children's play interaction behaviors, field notes, video taping and analysis of transcribed date. The results are as exclusion occurred by group power taking the relational attribute, including direct language, while the other would not be revealed easily other than being in line with real relation. Also as follows; proactive relational aggression was more frequently observed in girls, and their major strategies employed against someone they disliked were ignoring them, distorting play-rules, and so on. Major strategies of reactive relational aggression in girls were largely manipulative in nature, for example, 'threatrning their friend' and 'withdrawal of friendship'.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.3
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• pp.424-435
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• 2012

This study aimed to examine the influences of children's sex and the social information interpretation(intentional/incidental) on aggressions (form/function). The subjects were 363 fifth and sixth graders from 6 elementary schools in Busan and the data were analyzed with two-way ANOVA. The research findings were as follows: First, children's sex had significant influence upon their overt aggression, and children's interpretation of social information had significant influences upon their overt aggression and relational aggression alike. Second, children's sex and interpretation of social information had significant influences upon their proactive aggression and reactive aggression. Finally, children's sex had significant influences upon proactive-overt aggression, reactive-overt aggression and proactive-relational aggression.

• Korean Journal of Human Ecology
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• v.20 no.5
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• pp.927-940
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• 2011

This study examined the effects of children's negative emotionality, emotional regulation, and maternal parenting behaviors on their relational and overt aggression. The participants were 355 children(174 boys, 181 girls; aged 4-5 years old) and their mothers. The teachers completed rating scales to measure the children's aggression and emotion regulation. The children's negative emotionality and maternal parenting behaviors were assessed by a mother reported questionnaire. The collected data was analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Results showed that Children's negative emotionality was positively related to their relational and overt aggression. Children's emotional regulation had a negative relation to their relational and overt aggression. Mother's limit-setting and rejection-neglect was significantly related to children's relational aggression, whereas mother's warmth-encouragement and rejection-neglect was negatively related to children's overt aggression. Hierarchical regression analysis indicated that the interaction of children's negative emotionality and mother's overprotection-permission predicted children's overt aggression. Children's negative emotionality, whose mothers demonstrated middle and high level of overprotection-permission, was associated significantly with overt aggression. In addition, the association between mother's parenting behaviors and children's aggressions were mediated by their emotion regulation. The findings point to similarities and differences between relational and overt aggression in relation to children's negative emotionality, emotional regulation and maternal parenting behaviors.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.15-34
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• 2010

The present study examines the sex differences in 5-year-old preschoolers' aggression according to the type of aggression (overt, relational) and the effect of components of social information processing (SIP : interpretation, goal clarification, response generation, response evaluation) and emotional factors (emotionality, emotional knowledge, emotion regulation) on their aggression. The subjects were 112 5-year-olds (56 boys, 56 girls) and their 11 teachers recruited from 9 day-care centers in Seoul and Kyung-Ki province. Each child's SIP and emotional knowledge were individually assessed with pictorial tasks and teachers reported on children's aggression, emotionality, and emotion regulation by questionnaires. Results indicated that there was a significant sex difference only in the preschoolers' overt aggression. Overtly aggressive response generation in SIP was the strongest predictor of preschoolers' overt aggression while anger of negative emotionality in emotional factors was the strongest predictor of preschoolers' relational aggression.

• Human Ecology Research
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• v.52 no.5
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• pp.529-539
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• 2014

The purpose of this study was to analyze the effects of the teacher-child relationship and child's perception of the psychological control of teachers on a child's aggression. A total of 216 4th graders from Dongjak-gu and Gwanak-gu, Seoul, participated in this study. A multiple regression analysis and Pearson's correlation analysis were performed using the SPSS ver. 18.0 program. The results were as follows: first, there was a meaningful relationship between a teacher-child relationship, the teacher's psychological control and the child's aggression. Second, closeness between the teacher and the child could reduce the child's overt and relational aggression, while conflicts between the teacher and the child could increase the child's overt, relational, and overall aggression. The teacher's blame, limit of the child's self-expression, and guilt induction could increase the child's overt aggression. Further, the teacher's withdrawal of affection, emotional disapproval, blame, and limit of self-expression could increase the child's relational aggression. In particular, the teacher's blame appeared to influence both the child's overt aggression and the child's overall aggression, and the teacher's withdrawal of affection appeared to influence the child's relational aggression. These results suggest that the relationship between a teacher and a child is a matter of mutual contribution. In other words, the better the teacher-student relationship is, the greater is the decrease in the child's aggression. This study provides the basic data for the development of an aggression prevention program for elementary school children.

• Korean Journal of School Psychology
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• v.8 no.2
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• pp.153-173
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• 2011

In a group of 353 elementary students, the present study examined the moderation effects of prosocial behaviors and social competence in the relations between overt/relational aggression and peer status (social preference and perceived popularity). The results indicate that both overt aggression and relational aggression lowered social preference regardless of gender. Prosocial behaviors and social competence did not buffer the negative influence of aggression on social preference. Among boys, overt aggression was a significant predictor of increased perceived popularity. Although inconsistent, relational aggression also predicted boys' perceived popularity. However, among girls, relational aggression, not overt aggression, was associated with perceived popularity. The moderation effects of prosocial behaviors and social competence were significant only among boys. In other words, boys' aggression, although it lowers social preference, contributes to their social influence and dominance when it is effectively combined with positive characteristics. It is necessary to develop new intervention strategies which reflect the adaptive function of aggression within peer groups.

• The Journal of Korean society of community based occupational therapy
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• v.11 no.1
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• pp.1-10
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• 2021

Objective : This study is to know how the internal and external control of the elderly in care facilities affect the relational aggression's perception. Methods : I analyzed the internal and external control and the relational aggression's perception through a survey of the elderly in care facilities. For data collection, 148 of 165 questionnaires, excluding 17 questionnaires with missing questionnaire and middle-level abandonment, were used for the final analysis. Independent variables were the internal and external control, dependent variables were the relational aggression of negative and bullying behaviors, and controlled variables were general sociological characteristics of the elderly. Results : The results were as follows: First, there was a significant difference internal and external control depending on the length of a care facility. Second, there were significant differences in the recognition of relational aggression depending on the level of education, the period of admission, the presence of spouses, and the level of economy. Third, there was a significant difference in comparison of relational aggression perceptions according to internal and external control. Fourth, internal and external control affected the recognition of relational aggression. Conclusion : According to the demographic characteristics, there was a difference in the internal and external control and relational aggression perception of the elderly living in the facilities, and the internal and external control affected the level of relational aggression perception of the elderly in the facilities.