• Journal of the Korean Society of Child Welfare
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• no.59
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• pp.87-114
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• 2017

This study aimed to examine whether adolescents' self-esteem mediates the relationship between adolescent-teacher relationship and the intrinsic life goals of adolescents. This study used 1,776 cases from the sixth-wave data of the Korean Children and Youth Panel Survey (KCYPS). This study conducted a hierarchical regression analysis and a Sobel test to examine whether the mediation effect was significant. Primary findings are summarized as follows: First, adolescents who had a good relationship with their teacher were more likely to have better intrinsic life goals. Second, adolescents who had a good relationship with their teacher were found to have higher levels of self-esteem. Third, the effect of adolescents' relationship with teachers on intrinsic life goals was found to be partially mediated by self-esteem. This study concludes with implications, limitations, and suggestions for future research.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.21-37
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• 2018

The purposes of this study were to examine the influence of the self-identity, parenting style, peer attachment, and relationship with teacher on career identity, and to verify if self- identity shows the moderating effect in the relationship among the parenting style, peer attachment, relationship with teacher, and career identity of middle school students. The data of 3rd-year middle school students, from the 1st grade panel of 'Korea Children And Youth Panel Survey(KCYPS)' by National Youth Policy Institute, was used as the analysis data. The program which was used for the analysis was SPSS ver 22.0 for descriptive, Cronbach's α, and multiple regression analysis. The results of this study are as follows. First, it was revealed that the most influential variable for career identity was self identity, followed by peer attachment, while relationship with teacher is least influential. Parenting style did not have a direct effect on career identity. Second, it was revealed that self-identity had a moderating effect when the interaction between parenting style and the self-identity, and the interaction between relationship with teacher and the self-identity were injected. Therefore, if the education related to the self-identity is conducted continuously in the home economics subject, the conflict and anxiety on the career problem of middle school students will be reduced and the career identity will be developed more effectively.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.17-29
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• 2001

In this study, children's representation of attachment was assessed by the Attachment Story Completion Task(Bretherton, Ridgeway, & Cassidy, 1990) administered to 101 5-to 6-year-old children(56boys, 45girls). Teacher-child relationship and social competence were evaluated by a questionnaire administered to preschool teachers. Based on the children's representation of attachment in their narrative responses to the story stems, 56.4% of the children were classified as having secure, 22.8% as insecure-avoidant, and 20.8% as insecure-disorganized attachments. Children with secure representation of attachment exhibited more social competence and fewer behavioral problems in the child-care setting than children with insecure representation of attachment. This study showed that the child's internal model of attachment formed from experience with caregiver is capable of transmitting social relationships outside the home.

• Korean Journal of Child Studies
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• v.9 no.1
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• pp.81-91
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• 1988

The present research studied the relationship between children's social competence and popularity and examined popularity variables for the prediction of children's social competence. The subjects of this study were 80 children, 40 boys and 40 girls at age 5. Children's social competence was measured by the children's teachers with the use of the Social Competence Scale (Kohn & Rossman, 1972). Children's popularity and unpopularity were obtained from the subjects with the use of Moore's (1973) Sociometric Status Test. Teacher's estimate of the popularity of children was obtained with the use of Connolly & Doyle's (1981) Teacher Rankings of Popularity. The analysis of the data was by Pearson's Correlation Coefficient, and Stepwise Multiple Regression. There were significant relationships between children's social competence and popularity (children's popularity, children's unpopularity, teacher's popularity). Teacher's estimate of child's popularity was the best variable with which to predict children's social competence, the second best variable was children's popularity as measured by Moore's Sociometric Test.

• Research in Community and Public Health Nursing
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• v.17 no.4
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• pp.542-551
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• 2006

Purpose: This study was to investigate middle school students' stress levels and the relation between their stress factors and self-esteem. Methods: Data were collected from 316 students, and analyzed using SPSS 11.5 for Windows. Results: Students satisfied with their school life were more likely to have less stress from 'study', 'school life' and 'family', and those satisfied with their relationship with the teacher had less stress from 'teacher', 'recreation' and 'school life'. Higher self-esteem was observed in those from a family of high economic state, those highly satisfied with school life, and those with good relationship with the teacher. The higher the self-esteem was, the lower stress was. Conclusion: It is necessary to provide more supportive environment in school, and to find out ways to reduce students' stress by enhancing self-esteem. In addition, students and their teachers need to be encouraged to build a warm relationship based on trust.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.75-89
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• 2019

Objective: The purpose of this study was to examine the relationship between ego-resilience, job stress, and turnover intention of child care teachers. Methods: The collected data was analyzed using descriptive statistics, Pearson's correlation, and structural equation models using SPSS 23 and AMOS 22. The effects of a child care teacher's resilience on turnover intention as a result of job stress was indirectly evaluated by bootstrapping. Results: First, all sub-factors of a child care teacher's resilience were negatively correlated with job stress and turnover intention. Job stress was positively correlated with turnover intention. Second, job stress levels of child care teachers showed a full mediating role in the relationship between resilience and turnover intention. Conclusion/Implications: High job stress levels of child care teachers had a negative effect on the daycare field, with significant effects of job stress on resilience and turnover intention.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.143-161
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• 2017

Objective: The purpose is to verify that whether there are significant correlation between parent-teacher cooperation, quality of home environment, and mathematical interaction of parents and cognitive development of 3-year-olds, and the quality of home environment and mathematical interaction mediate the relationship between the parent-teacher cooperation and the cognitive development. Methods: A test was performed on 110 3-year-olds enrolledin a daycare center located in city S, and a questionnaire survey was conducted on their parents. We analyzed our data using SPSS WIN 21.0 and pearson's correlation, tested the mediating effect using regression, and used the Sobel test to check significance of the mediating effect. Results: Cognitive development of 3-year-olds was correlated with the parent- teacher cooperation, the quality of home environment, and mathematical interaction of parents. The quality of home environment showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development, and the mathematical interaction showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development. Conclusion/Implications: The parent-teacher cooperation indirectly predicts the cognitive development through the quality of home environment and the mathematical interaction. This research can contribute to the development of the family- institution connection program to facilitate the parent-teacher cooperation.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.25-45
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• 2014

This study examined the moderating role of teacher-child relationship on the relation between children's shyness and peer victimization. Participants were 200 children(97 boys, 103 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed rating scales to measure the children's peer victimization, shyness and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's shyness had a positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' shyness and teacher-child closeness predicted boys' peer victimization. Boys' shyness, whose teachers demonstrated the lowest level of teacher-child closeness, was significantly associated with their peer victimization. Boys' shyness had a significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Results are discussed in terms of the role of teachers to shy boys' peer victimization.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.183-193
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• 2001

This study explored the feasibility of various applications of Developmentally Appropriate Practice (DAP) by examining the relationship between teachers' belief in DAP and their creative roles. Subjects were 203 teachers of public, private, national, and corporate day care centers in Pusan. Data analysis was by ANOVA. Results showed that with the exception of fluency, teacher's degree of belief in DAP correlated with differences in all the sub-categories of creative roles, including indulgence and perseverance, flexibility, originality, and elaboration. Conclusions were that teachers could enhance their creative roles through inclusion of DAP in teacher education.

• 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.