• Proceedings of the Korea Contents Association Conference
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• 2014.06a
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• pp.253-254
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• 2014

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.341-348
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• 2024

The purpose of this study is to analyze the structural relationship, direct and indirect effects between adolescents' peer attachment, self-resilience, academic stress, and smartphone addiction. The subject of this study used panel data of a total of 1280 middle school students who participated in the 14th study of the Children's Panel of the Korea Child Care Policy Institute. For data analysis, SPSS 24.0 and AMOS 24.0 programs were used. As a result of the study, children's peer attachment was positively correlated with ego resiliency, academic stress and negatively correlated with smartphone addiction. All pathways except peer attachment and smartphone addiction were found to have a direct influence, and adolescents' peer attachment had an indirect effect on smartphone addiction through ego resiliency and parental achievement pressure. In conclusion, in order to lower adolescents' smartphone addiction, practical interventions to improve ego resiliency and reduce academic stress through peer attachment are considered necessary.

• Journal of Korean Physical Therapy Science
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• v.30 no.4
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• pp.17-28
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• 2023

Background: The purpose of this study is to examine the multiple-parallel mediation effects of self-esteem and body-image on the relationship between peer attachment and happiness in children with chronic diseases. In addition, this study aims to provide a basis for supporting psychological services alongside therapeutic services as a way to increase the overall happiness of children with chronic diseases. Design: This study utilized data from the 2020 Panel Study on Korean Children. Methods: The survey method was conducted as a survey by investigators, and the number of cases used in the study was 363. Results: First, children's peer attachment is associated with higher levels of overall happiness. Second, it can see that peer attachment not only increases self-esteem, but also leads to a positive perception of one's own body-image. Third, it can be seen that peer attachment, high self-esteem, and positive perception of body-image increase children's overall happiness. Finally, it can be seen that peer attachment can increase children's happiness through self-esteem and body-image Conclusion: It is thought that a more positive prognosis can be expected when psychological support is provided together with therapeutic treatment in providing medical services for children with chronic diseases.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.47-68
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• 2014

The purpose of this study was to investigate how children's temperament and relationships with teachers affect their peer interaction. For this purpose, two surveys were conducted on mothers and teachers of 326 four- and five-year-old children attending four kindergartens in Gyeonggi Province. The data were analyzed by using PASW 18.0 to carry out hierarchical regression and post hocanalyses. The results showed that closeness to teachers moderated the effects of children's emotionality on their positive peer interaction. On the other hand, children's temperaments including emotionality and activity, and their relationship with teachers were directly influential on their negative peer interaction; no interaction effect was found between their temperament and relationships with teachers. It was concluded that the quality of teacher-child relationships could promote children's positive peer interaction while it could also reduce their negative interaction with peers. However, the temperament of children played limited roles in their negative peer interaction.

• Human Ecology Research
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• v.54 no.3
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• pp.293-305
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• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.549-569
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• 2018

The purpose of this study is to examine the relationship between peer rejection and victimization among schoolchildren and to test whether conflict norms in the classroom moderated this relationship. The analysis used the third year data derived from ClassNet research (Park, et al., 2017) supported by the National Research Foundation of Korea. The sample comprised fourth-grade through sixth-grade students in 52 classrooms of 7 elementary schools in South Korea (N = 1194). A series of multi-level analyses were performed to fulfill the study's purpose using variables obtained by peer nomination, such as social rejection, victimization, bullying perpetration, and teacher-student conflict. The results found that boys experienced more victimization than girls and peer rejection significantly increased victimization. Furthermore, conflict norms in the classroom moderated the relationship between peer rejection and victimization. Peer rejection significantly increased the extent of victimization in classrooms with relatively high levels of conflict norms. The study concludes with a discussion on the significance of conflict norms and the educational implications of the results with a focus on ways that teachers can facilitate healthier classroom environments.

• Korean Journal of Childcare and Education
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• v.13 no.4
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• pp.37-51
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• 2017

Objective: The purpose of this study was to examine the effects of child abuse, children's peer attachment and self-esteem on children's depression/anxiety. In addition, the mediating role of children's peer attachment and self-esteem between child abuse and children's depression/anxiety was investigated. Methods: Using the data of 396 children in grades 4~6 from the Korean Welfare Panel Study (2015), this study was conducted by applying Structural Equation Modeling (SEM). Results: The results of this study were as follows. First, child abuse had a direct influence on children's depression/anxiety, and self-esteem. Second, children's self-esteem had a direct influence on depression/anxiety. Third, children's self-esteem had mediating effects on the relationship between child abuse and children's depression/anxiety. Fourth, children's peer relationships had a direct influence on self-esteem. But, children's peer attachment did not have a direct influence on depression/anxiety. The effect of children's peer attachment on their depression/anxiety was partially mediated by children's self-esteem. Conclusion/Implications: In conclusion, child abuse, children's peer attachment and self-esteem have a direct or indirect impact on the depression/anxiety of children.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.660-673
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• 2018

The purpose of this research is to find effect of parental care awareness, emotional intelligence, peer relations on the happiness of school age children. Data collection was conducted by a survey of school-aged children who received consent from their guardians and the final target was 180. For data analysis, the t-test, one-way ANOVA, Pearson's correlation, and stepwise regression analysis was performed via the SPSS / WIN Ver 18.0 program. As the result, according to general characteristics, school life and parental interest had statistically significant effect on happiness. Parental caring awareness had statistically significant difference according to gender, cohabitation family, school life, close friend, and interest of parent. Emotional intelligence had statistically significant difference according to gender, cohabiting family, school life, school grade. There were statistically significant differences on peer relations in the cases of three or more close friends. Happiness showed a positive relation with parental care awareness, peer relationship, and emotional intelligence. The factors affecting the happiness of school aged children were school life, parental interest, parental care awareness, and the peer relationship. The R-square of these variables was 16.7%. Therefore, it was confirmed that school life, parental interest, parental care and peer relationship should be considered as a strategy to improve the happiness of school aged children.

• Journal of Korean Home Economics Education Association
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• v.29 no.2
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• pp.67-84
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• 2017

This study investigated the influence of life satisfaction, accomplishment value, peer attachment, and relationship with teachers on the self-esteem of adolescents in three time points. The study population consisted of a nationally representative sample of middle school 1st grade students who completed the Korean Children and Youth Panel Survey(KCYPS) of the National Youth Policy Institute in 2010, 2012, and 2014. Descriptive statistics used included frequency, percentage, average, and standard deviation; in addition, reliability, repeated measure ANOVA, and regression results were reported using SPSS statistics. The results were as follows. First, this study showed that the longitudinal changes of self-esteem, life satisfaction, accomplishment value, peer attachment, and relationship with teachers were significantly different across three time points. Second, longitudinal changes in adolescents' self-esteem, life satisfaction, peer attachment, and relationship with teachers differed by gender, but accomplishment value did not. Third, life satisfaction was the most influential to self-esteem and peer attachment was the second most influential in the three data sets after controlling for gender, parents' academic attainment, and residential area. The influence of life satisfaction on self-esteem decreased across the three time points, but that of peer attachment increased over time. Instruction on life satisfaction and peer attachment needs to be more highlighted in Home Economics classes to enhance the self-esteem of adolescents.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.26 no.4
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• pp.266-272
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• 2015

Objectives : This study examined the impact of peer's suicide on mental health of middle-school students. The aim of this study was to describe the course of posttraumatic stress and grief reaction, suicide ideation, and depression score among adolescents after exposure to peer's suicide and to examine the relationship between posttraumatic stress and other mental health scores in these subjects. Methods : Thirty seven middle school students who were exposed to the suicidal death of a peer completed self-report measures to assess levels of depression, grief reaction, post-traumatic stress, and suicide ideation at 1 month and 8 months after the peer's suicide. Results : There was no significant change in mental health scores between 1 month and 8 months. Level of posttraumatic stress after 8 months was related to acute grief response. Subjects who experienced a clinically significant level of suicidal ideation and posttraumatic stress showed more mental health problems. Conclusion : The results suggested that peer's suicide strongly impacted mental health issues of adolescents at a critical time of adolescent development. Clinicians should perform a thorough evaluation of mental health problems for youth who experienced peer's suicide and help them in management of their grief reaction.