• 한국콘텐츠학회논문지
• /
• 제21권6호
• /
• pp.629-638
• /
• 2021

본 연구에서는 초기 청소년기에 있는 중학생의 ADHD 성향, 정서적 음악사용, 대인관계 형성 및 미래의 삶에 대한 기대 간의 관계를 탐색하고, 삶의 기대를 설명할 수 있는 경로모형을 검증하였다. 연구 참여자는 남녀 중학생 347명이었으며, 그들의 평균연령은 13.35(SD=.91)세였다. 본 연구에서는 자기보고식으로 ADHD 성향을 측정하였고, 음악사용 척도와 한국판 대인관계 유능성 척도의 하위척도로 정서적 음악사용과 대인관계 형성을 측정하였으며, 삶의 만족 척도를 변형한 문항들로 삶의 기대를 측정하였다. 분석 결과, ADHD 성향은 대인관계 형성이나 삶의 기대와 부적 상관이 있었고, 정서적 음악사용은 대인관계 형성과 삶의 기대와 정적 상관이 있었다. 대인관계 형성도 삶의 기대와 유의한 정적 상관을 보였다. 매개경로모형 검증 결과, 대인관계 형성이 ADHD 성향과 정서적 음악사용을 매개하여 삶의 기대에 영향을 미치는 연구모형이 아닌 거기에 ADHD 성향과 삶의 기대 간의 직접경로가 추가된 경쟁모형이 채택되었다. 본 연구의 결과는 후속연구나 초기 청소기에서 삶의 기대를 증진시키고자 하는 전문가들에게 유용한 정보를 제공한다.

• 대한간호
• /
• 제25권1호통권134호
• /
• pp.57-84
• /
• 1986

On the assumption that nurses must take part actively in realizing ''Bright Society'' and ''Welfare Societ:'', I examined and made a Study of the youth''s self-conception and their state of mental health to offer the basic materials to early detection, tr

• 한국콘텐츠학회논문지
• /
• 제14권11호
• /
• pp.285-297
• /
• 2014

본 연구는 초기 청소년기의 주의력 결핍 및 과잉행동이 어떠한 경로를 통하여 우울에 영향을 미치는지, 그리고 그러한 경로에서 성별에 따른 차이가 존재하는지 검증하고자 하는 것이다. 이를 위하여 본 연구에서는 한국아동 청소년패널조사(KCYPS) 초등학교 4학년 3차년도 자료에 대하여 구조방정식 다집단분석을 이용하여 실증적 검증을 실시하였다. 분석 결과, 주의력 결핍 및 과잉행동은 사회적 위축과 교우관계를 통하여 직, 간접적으로 우울에 유의한 영향을 미치는 것으로 나타났으며, 이러한 경로 가운데 주의력 결핍 및 과잉행동과 우울 간의 관계에서 성별에 따른 차이가 존재하는 것으로 확인되었다. 이렇게 도출된 연구결과에 근거하여 주의력 결핍 및 과잉행동의 증상을 경험하고 있는 청소년의 우울에 대한 예방 및 개입과 관련된 함의가 제시되었다.

• 한국콘텐츠학회논문지
• /
• 제19권5호
• /
• pp.178-186
• /
• 2019

게임중독은 사용자를 사회적으로 고립시킬 수 있다. 반면, 외로움으로 인해 게임에 몰두하게 될 수도 있다. 본 연구는 한국콘텐츠진흥원의 게임이용자 패널 데이터를 활용하여 외로움과 게임중독 간의 종단적인 상호인과관계를 분석하였다. 분석된 응답자들은 초등학교 4학년이었던 2014년부터 중학교 1학년인 2017년까지 매년 하반기 조사에 참여한 초기 청소년들(N = 346)이었고, 자기회귀 교차지연 모형이 적용되었다. 분석 결과, 외로움과 게임중독은 각기 이후 시점의 외로움과 게임중독을 상대적으로 강하게 예측하였다(자기회귀 효과). 또한, 이전 시점의 게임중독은 다음 시점의 외로움을 유의미하게 예측한 반면(교차지연 효과), 외로움은 이후 시점의 게임중독에 유의미한 영향을 끼치지 않았다. 즉, 게임중독 수준이 높으면 이후 시점의 외로움 수준이 높아졌으나, 외로움은 이후의 게임중독을 예측하지 못하였다. 이러한 결과는 게임중독이 외로움의 원인일 수 있으나 그 반대는 아님을 시사한다.

• 가정과삶의질연구
• /
• 제26권6호
• /
• pp.95-105
• /
• 2008

This study examined the mediation effect of life satisfaction between social support and loneliness. The subjects were two hundred and eighty fifth grade elementary school and second grade middle school adolescents in Seoul. The instruments used were questionnaires about loneliness and other factors relevant to loneliness. Social support factors existing in an adolescent's external environment include the support of parents, peers, and teachers. And life satisfaction as a psychological characteristic was concerned with the adolescent's sense of self, school life, home environment, and family relations. Data were analyzed by using the t-test, Pearson's correlation and regression. Major findings were as follows: (1) There were significant differences in parent and teacher support, satisfaction with school life, home environment, and family relations between early adolescents and mid adolescents. (2) Parental, peer, and teacher support, contentment with oneself, school life, home environment, and family relations were negatively related to the fifth-grade early adolescent's loneliness. Peer support and contentment with oneself, school life, and home environment were negatively related to the second-grade middle adolescent's loneliness. (3) Life satisfaction had a mediation effect between peer, parental, and teacher support and loneliness in fifth grade early adolescence. Whole life satisfaction had a mediation effect between only peer support and loneliness.

• 아동학회지
• /
• 제38권2호
• /
• pp.93-105
• /
• 2017

Objective: This study aimed to investigate the trajectories of mobile phone use with reference to its purposes, and to examine the effects of gender and interpersonal factors on the same in early adolescents. Methods: Latent growth modeling was used with a sample of 2,378 early adolescents from Grade 4 to 8. Data from the Korean Children and Youth Panel Survey conducted by the National Youth Policy Institute were used. Results: In boys and girls, overtime, the level of mobile phone use for communicating with family decreased, while that for communicating with friends increased. Level of mobile phone use for entertainment increased across time in boys; however, in girls, it increased from Grade 4 to 6 and decreased thereafter, until Grade 8. Gender was associated with the changes of mobile phone use according to the purpose of the same. Positive parenting, negative parenting, relationships with peers, and relationships with teachers predicted changes in mobile phone use for communicating with friends. Conclusion: These findings suggest that the processes involved in the trajectories of mobile phone use in early adolescence operate differently based on the purposes of the same. Additionally, the present results show that interpersonal factors are highly associated with mobile phone use for communicating with friends.

• 아동학회지
• /
• 제21권1호
• /
• pp.307-322
• /
• 2000

This study examined the relation between parent attachment, peer rejection, and friendship in 768 eighth grade students and victimization by peers in early adolescence. The subjects reported on father attachment, mother attachment, and victimization. Victimization was also rated by peers and teachers. The subjects were assessed on peer rejection and friendship(number of friends and presence of a best friend). The results indicated that (1)Father attachment and mother attachment were negatively related to self-reported victimization; (2)Peer rejection was positively related to victimization; (3)The number of friends was negatively related to victimization rated by peers, and victimization rated by peers varied as a function of the presence of a best friend only for girls; (4)The relation between parent attachment and victimization was not mediated by peer rejection or friendship, which indicated that parent attachment had a direct influence on victimization.

• 아동학회지
• /
• 제31권3호
• /
• pp.83-97
• /
• 2010

Growth mixture modeling was used to identify types of changes in overt aggression from Grades 4 to 7 among a sample from the Korean Youth Panel Survey. Three discrete patterns were found to adequately explain changes of overt aggression in both boys and girls : Persistent intermediate aggression; Increasing aggression; and Decreasing aggression. Most boys (93%) fell into the Persistent intermediate aggression group and 49% of girls were found to fall into the Increasing aggression group. This suggests that prevention programs should recognize that girls are at risk of increasing aggression in their early adolescence. Multinomial logistic regression analysis shows that self-control, child abuse, peer support, and involvement with deviant peers at Grades 4 were all strongly associated with trajectory class membership. These associations did not differ by gender. These findings suggest that prevention programs should focus on the multiple risk factors of both boys and girls.

• 대한가정학회지
• /
• 제36권3호
• /
• pp.191-206
• /
• 1998

The purpose of this study was to explore social support in childhood and early adolescence. The research was based on the social convoy model(Kahn and Antonucci, 1980). The data were collected from questionnaires completed by 656 elementary school children(2nd and 5th grade) and the middle school children(2nd grade) in rural and urban area. The statistical methods adopted for data analyses were frequencies, mean, standard deviation, T-test, One-way ANOVA, Scheffe-test, Two-way ANOVA, and correlation coefficient. Children received more support from parents and friends in convoy function of social support. Convoy size of social support increased with age. Rural children had larger convoy size in the inner circle, and smaller convoy size in the middle circle than urban children did.

• Clinical and Experimental Pediatrics
• /
• 제51권9호
• /
• pp.922-934
• /
• 2008

Developmental language disorder is the most common developmental disability in childhood, occurring in 5-8% of preschool children. Children learn language in early childhood, and later they use language to learn. Children with language disorders are at increased risk for difficulties with reading and written language when they enter school. These problems often persist through adolescence or adulthood. Early intervention may prevent the more serious consequences of later academic problems, including learning disabilities. A child's performance in specific speech and language areas, such as phonological ability, vocabulary comprehension, and grammatical usage, is measured objectively using the most recently standardized, norm-referenced tests for a particular age group. Observation and qualitative analysis of a child's performance supplement objective test results are essential for making a diagnosis and devising a treatment plan. Emphasis on the team approach system in the evaluation of children with speech and language impairments has been increasing. Evidence-based therapeutic interventions with short-term, long-term, and functional outcome goals should be applied, because there are many examples of controversial practices that have not been validated in large, controlled trials. Following treatment intervention, periodic follow-up monitoring by a doctor is also important. In addition, a systematized national health policy for children with speech and language disorders should be provided.