• Korean Journal of Child Studies
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• v.27 no.5
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• pp.19-34
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• 2006

This study examined relationships between children's perceptions of fathering practice and their sociality. The subjects were 569 grade 6 students and 511 grade 3 students in Seoul and Gyeonggi-do. Major results showed (1) the effectiveness of quantity; that is, children's sociality increased with increase in fathering practice. (2) The coefficient of correlation between fathering practice and children's sociality was higher in middle childhood than in early adolescence. (3) Children's sociality was influenced by child variables and fathering practice variables, especially more by the variables of Fathering Practice. Among the variables of Fathering Practice Scales, the variable of "Education of children" is the most influential element for improving "Children's Sociality".

• Journal of Families and Better Life
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• v.26 no.3
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• pp.131-147
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• 2008

The main purpose of this study is to examine the effects of the fathering practice on children's sociality. The subjects of this research are 569 (grade 6) students who are from 4 elementary schools, and 511 (grade 3) students who are from 4 other middle schools in Seoul and Gyeonggi province. The data was collected using two kinds of questionnaires: Canfield's (1995) Fathering Practice Scale and Urn Guy-Sung's (1999) Children's Sociality Scale. The data was analyzed by frequency, mean, standard deviation, percentage, Cronbach's alpha, t-test, one-way ANOVA, Scheffe's post hoc test, and hierarchical regression. The major results of this research are summarized as follows: First, there were differences in children's sociality according to children's and fathers' perceptions of the fathering practices. I classified 1080 students into 4 groups by mean${\pm}$1/2standard deviation of the children's and fathers' perceptions of the fathering practices. The results showed that children's sociality tends to be higher when the children's perceptions of the fathering practice are at a high level (Group 1 and Group 2), compared to when the fathers' perceptions of the fathering practice are at a high level (Group 3 and Group 4). Second, hierarchical regression was divided into two models so as to know how the effects were different from the children's and fathers' perceptions of the fathering practice on children's sociality. In the first model, only the fathers' variables were inputted and fathers' perceptions on fathering practice has significant effects on children's sociality. In the second model, both the children and fathers' variables were inputted into analysis. The fathers' perceptions of the fathering practice were not influenced, but children's perceptions of the fathering practice had great effects on children's sociality. Third, as the result of hierarchical regression with age, mid-childhood has significant effects on children's perceptions of the fathering practice on children's sociality. In addition, early adolescence is an important variable in the effects of the fathers' perceptions of the fathering practice on children's sociality. As a result the fathers' perceptions of the fathering practice are important and influential variables on children's sociality. In the result of this study fathering practice is necessary in children's development.

• Korean Journal of Human Ecology
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• v.24 no.5
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• pp.603-615
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• 2015

The purpose of this study, targeting Korean and Chinese fathers(459) having 3-5 year-old children, was to verify whether fathers' parenting involvement, parenting style and sociality of children are different with nationality. Furthermore, it was examined the effect of fathers' parenting involvement and style depending on development of children's sociality. In case of the fathers' parenting involvement, Korean fathers showed higher value compared to Chinese fathers. Chinese children had higher sociality than Korean children. Fathers' parenting involvement and style had positive relationship with children's sociality in Korean fathers and children. Such trend was similar to Chinese fathers and children. Finally, it was found that the fathers' parenting involvement and style played a pivotal role in children's sociality. Especially, higher 'Development Support' among sub-factors of parenting involvement and 'warmth' of parenting style led to higher sociality in children.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.191-209
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• 2014

This study examined the effects of teacher's self-efficacy on children's sociality through the mediating effects of job-satisfaction and the quality of teacher-child interaction. The participants in this study consisted of 27 teachers working at child care centers and 71 children(4-5 years old) in their charge in Seoul and Gyeonggi-do province, Korea. Data were analyzed by means of a Hayes's PROCESS(2012) program to identify the serial multiple mediating effects and the relationships which exist among the various factors. The present study found that teacher's self-efficacy had significant indirect effects on children's sociality through job-satisfaction and the quality of teacher-child interaction. These results suggest that a higher level of teacher's self-efficacy leads to greater job-satisfaction and better quality of teacher-child interaction and this in turn has an influence on children's sociality.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.47-66
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• 2012

The purpose of this study was to examine the effect of theme centered block play on young children's metacognition and sociality. The subjects of this research were a total of 60 five year old children from two classes in Gwangju. The average age of the subjects was 73 months. The subjects were randomly assigned to two groups. The experimental group participated in theme centered block play activities while the control group participated in free block activities. The collected data were analyzed by t-test using the SPSS program. The results of this study were as follows: The experimental group showed significantly higher improvement than the control group in young children's metacognition and sociality. Therefor, it might be concluded that theme centered block play activities contributed to the development of metacognition and sociality of young children.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.45-56
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• 2014

This study takes the position that present after-school classes affect the development of children's sociality and self-esteem, and aims at comparing, analyzing and grasping the differences in sociality and self-esteem of the children who attend after-school classes and those of the children who don't. First, when the differences of sociality were analyzed between the children going to after-school classes and those who weren't, it was revealed that those who attended after-school classes had rather lower level of sociality than those who didn't, but there were no statistically meaningful differences. Second, when the differences of self-esteem in regard to whether children took after-school classes or not were examined, those who were taking after-school classes were analyzed to have lower self-esteem than those who weren't. The study results showed that the children who went to after-school classes had lower sociality and self-esteem compared to those who didn't. Taking this fact into consideration, different ways should be found to improve their sociality and self-esteem. In addition, programs need to be developed and introduced so that after-school classes can not only fulfill their original purposes of protecting and guiding children, but also continuously elevate and maintain children's sociality and self-esteem.

• Journal of Family Resource Management and Policy Review
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• v.15 no.3
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• pp.99-116
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• 2011

The purpose of this study is to analyze the effects of the frequencies of family leisure activities and family meals and family closeness on the sociality of elementary school children. From October 1 to November 30, 2010, data were collected from 290 elementary school children and their parents residing in Seoul and Incheon. The major findings of this study were as follows. First, there was a significant difference between double-income and single-income families in the frequency of family meals single-income families enjoyed fewer family leisure activities and more family meals than double-income families did. Second, the levels of family closeness were significantly predicted by the frequencies of family leisure activities and family meals, and family meals more significantly predicted the levels of family closeness than did family leisure activities. Finally, the frequencies of family leisure activities and family meals significantly predicted the levels of children's sociality, as did the levels of family closeness. In conclusion, family leisure and family meals are important activities that enhance family closeness and children's sociality.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.2
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• pp.199-220
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• 2010

The purpose of this study is to investigate the effect of 'The Reading with Library' program in the national library for Children and Young Adults. For this study, data was collected through surveys with 590 children in 46 institutions that participated in '2009 The Reading with Library'program. The study mainly focused on three factors - Children's Self-Esteem, Sociality, and Reading Ability and Questionnaire surveyed. The study revealed that 42(91.3%) among 46institutions showed improvement in the Children's Self-Esteem, Sociality, and Reading Ability test. As the result, 11 institutions (23.9%) were influenced by the program.

• Industry Promotion Research
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• v.1 no.2
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• pp.71-78
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• 2016

This study analyzed the the effect of group art therapy on sociality of children in institutional care focus on anger and empathy. The study divided children into two groups, experimental group was treated group art therapy for twice a week(60 minutes, total 25) and control group was treated none. The study results showed that group art therapy had positive impact on improving sociality, anger conrol and emphatic ability of children in institutional care. Also, there had been positive change in their work in the aspect of form and content by HTP, KSD, DAS test. This study found that group art therapy helped improving institutionalized children's socility with anger control and empathic ability, so it is suggested that group art therapy studies for institutionalized children are of help to improve their sociality.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.1-15
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• 2010

The purpose of this study was to analyze the teacher-child relationship as it is self-conceived by teachers in regards to children's peer-competence and self-regulation and to also examine how the teacher-child relationship affects peer-competence and self-regulation. 17 teachers were surveyed using the Student-Teacher Relationship Scale, Peer-Competence Scale and Self-Regulation Scale in regard to approximately 270 children (aged 4-5 years old). Our results indicated that the pro-sociality, sociality, and leadership qualities of child peer-competence correlated positively with the friendliness of teacher-child relationships but correlated negatively in cases of conflicts within the teacher-child relationship. The factors of self-appraisal, self-determination and behavior inhibition of child self-regulation were found to be positively related with the friendliness of teacher-child relation but related negatively with presence of the conflict within the teacher-child relationship. It was also found that sociable and self-determinative children tended to be on more friendly terms with teachers.