• 아동학회지
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• 제30권6호
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• pp.195-208
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• 2009

The main body of research literature on peer relations has focused on its effects on children's psychosocial and emotional development from preschool period to adolescence. Topics of the research generally consist of peer acceptance/rejection, friendships, and peer victimization. In the review of domestic and international research conducted since late 1990, research trends and issues are described in this paper. Findings suggest some measures in interventions, prevention, and policies in promoting positive peer relations. Some social skill trainings are needed for children to react appropriately in peer relations and get along with their peers. In addition, there is a need for differentiation of the intervention programs by participants' roles in bullying situations and gender of children. Moreover, a longitudinal research is required to enhance the understanding of developmental changes in peer relations.

• 대한가정학회지
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• 제39권1호
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• pp.221-232
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• 2001

The purpose of this study was to develop a scale for evaluation of preschool children's peer competence and to examine its validity and reliability. The 15 items of the preliminary scale were completed by teachers, and peer rating scale for assessment of peer acceptance was administered to 365 children 5 to 6 years of age. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between teacher's ratings of peer competence and children's ratings of peer acceptance for concurrent validity, and Cronbach's u for reliability. The 15 items of the scathe were found be satisfactory in terms of item response distribution and item discrimination. Factor analysis revealed that a 3-factor solution was the best fit: sociability, prosocial behavior, leadership in peer relations. Correlations between teacher's ratings and children's ratings were as significant. Cronbach'so ranged from .88 to .93 for three subscales and .93 for the total scale. It was concluded that the psychometric properties of the peer competence scale in general were acceptable for use.

• 아동학회지
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• 제22권2호
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• pp.167-180
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• 2001

With 338 fifth-grade students as subjects, this study examined variations in the relation between school bullying and rejection or acceptance by peers as a function of gender and types of aggression. Results showed that the more a boy bullied other children, the more likely he was to be rejected by peers. The more a girl bullied other children, the more likely she was to be accepted by peers. Girls' aggressive behaviors also contributed to their acceptance by peers. When levels of physical and relational aggression were kept constant, verbal aggression was positively related to peer rejection for boys but negatively related for girls. The use of relational aggression contributed to peer rejection only for girls. The findings provide preliminary bases for understanding bullying. Implications of the gender differences are discussed.

• 대한가정학회지
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• 제42권11호
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• pp.1-15
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• 2004

This study examined the interaction between children's peer experiences and familial support in relation to their psychosocial adjustment(self-esteem and lonelitness). Peer experiences were examined in terms of children's perceptions of peer acceptance and the reciprocity of best friendship. The subjects were 2754th or 5th graders residing in Seoul. It was found that the interaction between children's perceptions of peer acceptance and familial support, and that between the reciprocity of bort friendship and familial support were both significant predictors of children's loneliness whereas only the former was a significant predictor of children's self-esteem. The study results suggest that children's experiences from one type of interpersonal relationship should be examined in conjunction with their experiences in other types of relationships in order to better understand the psychosocial domains of child development.

• 한국보육지원학회지
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• 제10권1호
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• pp.111-129
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• 2014

본 연구의 목적은 자녀의 또래 상호작용에 영향을 미치는 자녀의 정서표현에 대한 어머니의 수용태도와 자녀의 정서지능의 효과를 살펴보았다. 서울 경기지역에 거주하는 3-5세 유아를 둔 부모 145명과 유아의 담임선생님이 본 연구에 참여를 하였으며, 수거한 설문지는 SPSS 17을 사용하여, F 검증과 회귀분석을 실시하였다. 본 연구의 결과, 우선 유아의 정서 지능은 유아의 성에 따라 차이가 있었고, 어머니의 정서 수용태도는 여아의 부정적인 정서표현을 할 때 만 차이가 나타나는 것으로 나타났다. 둘째, 자녀의 긍정적인 또래 상호작용에 영향을 주는 변인은 유아의 성과 유아의 정서 지능이었으며, 자녀의 부정적인 또래 상호작용에 영향을 주는 변인은 유아의 연령과 유아의 정서 지능이었다.

• 아동학회지
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• 제22권1호
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• pp.83-96
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• 2001

This study examined the links among parents' interaction styles, their children's representational models of parents and peers, and children's peer acceptance and friendship quality. Forty-seven fourth grade children and their parents (47 mothers and 47 fathers) were observed during discussion interaction, and, one year later, 119 children (63 boys, 56 girls), including the original sample, were interviewed to assess representational models and peer competence. Parents' interaction styles predicted children's representations of parents, moderating the effect of each parent's style, children's representations of peers mediated the relations between the representational models of mothers and their peer acceptance.

• 대한가정학회지
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• 제32권1호
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• pp.119-132
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• 1994

The purpose of this study was to investigate children's self-perceptions of social competence in three different levels of peer status and to determine the degree of congruence between children's perceptions and teachers' ratings of social competence. The subjects were 46 bpys and 44 girls identified as popular neglected and rejected by peers in preschool and in first and second grades. A sociometric test was used to identify children's peer status. Children's self-perceptions were assessed by the social Competence Scale for Young Children and teachers' assessment of children's competence was collected by a rating scale. The data were analyzed by 3-way ANOVA 2-way MANOVA for repeated measures and pearson product-moment correlations. The results showed that children's self-perceptions of social competence were generally positive and not significantly different by peer status and grade level in three of the four domains. For the maternal acceptance domain the degree of acceptance perceived by neglected group decreased with grade while those of popular children increased. The degree of congruence between children's perceptions and teachers' ratings were different by peer status. Popular children's estimation of their social competence was more congruent with teachers but neglected and rejected children overestimated their competence.

• 한국응급구조학회지
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• 제4권1호
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• pp.57-61
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• 2000

This is a study to evaluate the effects of the change of EMT students' acceptance on meaning "Korean style translation of EMT". The major instruments of this study were Korean Self-Analysis Acceptance Opinionnaire. This Questionnaire contains 3 items which measure students' opinions or attitudes. The data were analyzed by the path analysis - with SPSS and AMOS package program. The result are as follows: 1) Y(before admission) ＝ $0.11{\times}1$(teaching)+$0.12{\times}2$(elder)+$0.57{\times}2$(peer)+E. 2) Y(student) ＝ $0.87{\times}1$(teaching)+$0.49{\times}2$(elder)+$0.59{\times}2$(peer)+E. 3) Y(before graduation) ＝ $0.57{\times}1$(teaching)+$0.63{\times}2$(elder)+$0.73{\times}2(peer)$+E.

• 디지털융복합연구
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• 제19권8호
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• pp.361-370
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• 2021

본 연구는 다문화 청소년의 이중문화 수용태도와 교우관계의 관계에서 자아존중감의 매개효과를 살펴보고, 다문화 수용성의 조절된 매개효과를 살펴보고자 하였다. 이를 위해 한국청소년정책연구원에서 실시한 '다문화청소년패널조사' 8차년도 조사(2018)에 참여한 청소년 1,197명의 데이터를 활용하여 분석하였다. 분석결과, 첫째, 다문화 청소년의 이중문화 수용태도는 자아존중감에 유의한 정적인 영향을 미치는 것으로 나타났다. 둘째, 다문화 청소년의 이중문화 수용태도가 교우관계에 유의한 영향을 미치는 가운데, 이들 관계를 자아존중감이 부분매개하는 것으로 나타났다. 셋째, 다문화 청소년의 이중문화 수용태도가 자아존중감을 매개로 교우관계에 영향을 미치는 간접효과를 다문화 수용성이 조절하는 것으로 나타나 조절된 매개효과가 있는 것으로 확인되었다. 본 연구결과를 토대로 다문화 청소년의 교우관계를 긍정적으로 형성하고 유지하기 위한 지원방안을 모색하였으며, 본 연구의 함의, 한계점과 후속연구에 대한 제언을 제시하였다.

• 대한가정학회지
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• 제38권7호
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• pp.39-52
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• 2000

This study investigated whether parental disciplinary practices mediated the status of peer acceptance. From a sample of 420 kindergarteners, twenty were classified as popular children and twenty were classified as rejected children using sociometric assessment and their parents(40 mothers and 40 fathers) were responded to a parental behavior questionnaire Results were as follows: 1. Compared to rejected children, popular children had fathers who participated more actively in child-rearing practices and mothers who were less overprotective in child-rearing practices. 2. Popular children had fathers who were more affectionate and more actively participated in child-rearing practices than mothers were, whereas rejected children had fathers who were more overprotective than mothers were. 3. Reasonable guidance made by parents was uniquely predictive of peer popularity, whereas parental overprotection was the best predictor for peer rejection.