• Child Studies in Asia-Pacific Contexts
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• v.2 no.1
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• pp.29-43
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• 2012

The purpose of the study was to generate the candidate items for the Adolescent Friendship Social Capital Scale. Both inductive and deductive approaches were used to generate the scale items. Halpern's conceptual map of social capital served as the theoretical basis of this scale, and guided the development of items. Semi-structured interviews with adolescents in Sydney, Melbourne and Beijing generated the initial pool of scale items. Twenty-six items were generated for the Adolescent Friendship Social Capital Scale. The items are organised in four theoretical constructs: Bonding Networks, Bridging Norms, Bridging Sanctions, and Linking Networks. Each item is a short statement followed by a five-point Likert scale anchored by 1= "Strongly disagree" and 5= "Strongly agree". The scale has several advantages over previous measures of adolescent friendship networks and friendship social capital. The scale has a strong and clear theoretical structure, the scale items demonstrate initial construct and content validity, and the format of the scale enables the collection of continuous data. However, in order to ensure the validity and reliability of the scale, another two stages of research need to be conducted in the future: scale development and scale evaluation.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.1-15
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• 2002

The subjects of this study were 4th to 6th grade children and instruments were the Teenage Inventory of Social Skills, the Internal-External Control Scale, the Self-Esteem Scale, and the Peer Relations Questionnaire. In the concurrent study, children lower in social skills and in self-esteem and external in locus of control reported more bullying and victimization. Children higher in social skills and in self-esteem and internal in locus of control reported more prosocial behavior. In the prospective study, children lower in social skills were more involved in bullying and victimization. Children higher in social skills reported more prosocial behavior. The effects of locus of control and self-esteem on peer relations diminished over time. However, social skills had a significant influence on bullying, victimization and prosocial behavior up to two years later. Children lower in psychosocial development were more vulnerable to peer victimization.

• Asian Journal for Public Opinion Research
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• v.3 no.1
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• pp.1-21
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• 2015

A recent public opinion survey found that the anti-corporate sentiment of South Korean citizens is primarily due to the misbehavior of Korean corporations. South Korean citizens' skepticism of corporations may hinder the democratic and economic development of the country. As a driving force for community development, social capital is considered to enable citizens to collaborate with one another to resolve a shared problem. Specifically, this study pays attention to the relationship among social capital, corporate capacity, and trust, which may perhaps contribute to developing a democratic environment in Korean society. The study aims to explore whether Korean citizens' perceived corporate bonding and bridging social capital affect corporate capacity for collaborative action and trust in corporations. A Web survey of 385 South Koreans was conducted. The findings show that perceived bonding social capital among employees is positively related to corporate capacity for collaboration action. Moreover, perceived bonding among employees and bridging social capital between employees and local residents are positively related to corporate capacity for collaboration action and trust in corporations. These findings suggest that researchers and practitioners for organizational development and community-building need to enhance corporate social capital.

• Human Ecology Research
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• v.55 no.6
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• pp.637-648
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• 2017

This study examined the moderating effect of self-forgiveness on the relationship between self-criticism and social anxiety among male and female college students. This study included 441 college students (211 male and 230 female students) with an average age of 22.2. Pearson correlation analysis and hierarchical regression analysis were conducted. As a result, the moderating effect of self-forgiveness on the relationship between self-criticism and social anxiety was significant for male students. A higher level of self-criticism tended to result in a higher level of social anxiety that was strengthened in the group of lower level of self-forgiveness versus a tendency for self-criticism to increase male social anxiety was weaker in the group with a higher level of self-forgiveness. However, the moderating effect of self-forgiveness was not significant in female students and only the main effect of self-criticism on social anxiety was significant. The results provide a basis to understand the psychological processes of social anxiety in college students. The results suggest the necessity to intervene and strengthen self-forgiveness as a protective factor to alleviate the negative effects of self-blame on social anxiety in male college students.

• Korea Trade Review
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• v.43 no.6
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• pp.193-214
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• 2018

The role of social value in public institutions has recently been emphasized. The purpose of this paper is to present key performance indicators(KPIs) and a development model for the realization of social value for port authorities. KPIs that could be quantitatively measured are presented with the five social value assessment indicators of the government management evaluation system for public institutions. Through the analysis of vision, mission and social value promotion strategies and stakeholders for each port authority, the concept of a customer-specific social value model is presented.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.83-93
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• 2016

Objective: This study examined that general characteristics such as gender, age, period of stay at an institution, size of facility, and temperament and attachment affect young children's development under institutional care. Methods: A total of 94 young children (ages 2-4years), who live in 32 institutions in Seoul were assessed on their development using the Korean-Age & Stage Questionnaire. Pearson productmoment correlation analysis, and multiple regression analyses were used for data analysis. Results: The major findings of this study were as follows: first, a longer period of stay at an institution had more positive effects on the development of communication. Facilities with more than 60 children had lower communication, gross motor, and fine motor development compared to facilities with less than 60 children. Second, social temperament had positive effects on communication, problem solving, and personal-social development. Emotional temperament had no effects on all development areas. Third, attachment had positive effects on all development areas. Lastly, social temperament and attachment had interactive effects on communication, gross motor, problem solving, and personal-social development. Conclusion: These results imply that caretakers in institutions should give developmental mediation services for considering temperament and facilitation of attachment.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.1-21
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• 2015

This study was aimed at examining the paths through which family socioeconomic status as indicated by family income and parental education influenced preschool-aged children's socioemotional and cognitive development through the mediating role of parental warmth and the home learning environment. The study made use of data from 1,080 families who participated in the 5th wave of the Panel Study on Korean Children, when their children were approximately 4 years of age. Structural equation modeling analysis revealed that the models, including both parental warmth and the home learning environment did not fit the data well. The effects of warmth on social competence and cognitive development were not statistically significant. The modified models, using the home learning environment as a mediator between family SES and child's developmental outcomes showed that higher level of family income and parental education predicted a more cognitively stimulating home environment, which in turn, predicted a child's greater levels of social competence and positive cognitive development. The social competence of preschool-aged children again significantly predicted their cognitive development. The mediating effects of the home learning environment were statistically supported.

• Korean Journal of Social Welfare
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• v.5
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• pp.1-24
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• 1984

• Journal of Agricultural Extension & Community Development
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• v.24 no.3
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• pp.199-209
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• 2017

This research started from the perspective that dynamics of the Saemaul Undong in the village which is a unit of saemaul development is the formation of social capital. The subjects of this research are 122 success village stories of Saemaul Undong in 1970~1979. Through the content analysis, it extracted the social capital elements in the Saemaul Undong practice process and analyzed their characteristics. As a result of the research, it was confirmed that the formation and utilization of internal and external networks, which are structural capital, actively developed. Saemaul Undong contributed to formation and strengthening of relational capital such as trust and norms. This will be used as a basic data for research on Saemaul Undong, and it can be used as an index of the participation of villagers in rural development strategy of developing countries.

• Journal of the Korean Home Economics Association
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• v.39 no.10
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• pp.83-95
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• 2001

The purpose of this study was to investigate the relations among mothers' and teachers' perceptions of role-efficacy, role-efficacy, attributions, and young children's cognitive and social development. The subjects were 163 mothers and teachers of 5-year-old children attending to kindergartens in Korea. The results showed that cognitions of mothers were very similar to those of teachers. When they perceived difficulty in enhancing children's cognitive and social development, they tended to think that it would be more efficient for someone else to help the children. Children's cognitive and social development were not positive especially when the mothers and teachers showed high role-difficulty and low role-efficacy.