• 대한가정학회지
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• 제44권4호
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• pp.101-109
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• 2006

This study investigated the relation of individual characteristics and peer bullying/victimization as experienced by middle school first-grade children. The major findings of the research were as follows; First, adolescents perceived lower 'appearance', and 'cognitive ability' scores than the medium. Second, aggression was the most significant factor affecting the direct and relational bullying, while withdrawal was the main significant factor affecting the direct and relational victimization in the children. In conclusion, there was a significant gender difference in the peer bullying/victimization.

• 한국생활과학회지
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• 제23권3호
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• pp.379-393
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• 2014

This study aimed to investigate how child neglect abuse by parents, children's intimacy with teachers and peer attachment influenced boys' and girls' psycho-social maladjustment(aggression, social withdrawal and depression). The subjects were 2,264 elementary school students(boys: 1,180, girls: 1,084) in upper grades participating in the Korea Child Youth Panel Surveys. The data were analyzed with descriptive statistics, correlations and hierarchical regressions. The main results of this study were as follows. Firstly, regardless of children's sex, as child abuse levels by parents are higher, so children's aggression levels are higher. Also, children's intimacy with teachers and peer attachment moderated the effects of child neglect abuse by parents on both boys' and girls' aggression. But the patters of moderating effects were differed in children's sex. Secondly, child neglect abuse by parents didn't influence boys' and girls' social withdrawal and boys' peer attachment moderated the effects of child neglect by parents on boys' social withdrawal. Finally, child abuse by parents strongly influenced boys' depression, but child neglect by parents strongly influenced girls' depression. Also, there were no moderating effects of children's intimacy with teachers and peer attachment on the relation between child abuse neglect by parents, and boys' and girls' depression.

• 대한가정학회지
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• 제43권4호
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• pp.187-201
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• 2005

This study investigated the relations of personal variables and environmental variables to the peer bullying experienced by fifth- and sixth-grade children. One result was a significant sex difference in the buoying but not in the victimization. The victimization of boys was influenced by withdrawal and assertiveness. Aggression, emotional regulation and withdrawal were important predictors for buoying, whereas withdrawal and aggression were important predictors for victimization among girls. The interactive effect of withdrawal and teacher's support on victimization was statistically significant only for boys, whereas the interactive effect of aggression, maternal affection and teacher's support on bullying was statistically significant only for girls.

• Human Ecology Research
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• 제51권5호
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• pp.473-481
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• 2013

The purpose of this study was to investigate the moderating effects of a size of the friendship network and quality of friendship on the associations between mutual antipathy and maladjustment. The subjects were 678 fifth- and sixth-grade primary school children who were recruited from a public school in Bucheon City. The Peer Nomination Inventory was used to assess mutual antipathy, peer victimization, social withdrawal, aggression, and the friendship network. The children were given a classroom roster and asked to nominate up to three classmates who fit each description. Additionally, the children reported the quality of their friendships using the Friendship Quality Scale. Each child was asked to indicate his or her one best friend and rate how accurately a sentence describe done of their best friends on the scale. The results revealed that the friendship network and friendship quality significantly moderated the relationships between mutual antipathy and social withdrawal, and peer victimization. The magnitude of the association between mutual antipathy and social withdrawal was not significant for large friendship networks and high quality friendships. Although mutual antipathy was significantly associated with peer victimization, the association was stronger at lower levels than at higher levels of the friendship network and quality. However, there was no moderating effect of the friendship network and quality on the association between mutual antipathy and aggression. A large friendship network and high quality friendship could be protective factors among those who have mutual antipathy in peer groups.

• 아동학회지
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• 제26권1호
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• pp.1-14
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• 2005

The present study aims to examine the relations between emotion regulation, aggression and school adjustment of boys and girls. A total of 321 5th-6th grades students were selected for the study. The data was collected via questionnaires. As results, there were some significant differences between boys and girls in overt aggression and peer adjustment. It was also found that emotion regulation, aggression and school adjustment were significantly correlated. And school adjustment was influenced by emotion regulation as well as overt and relational aggressions. Finally, only for boys, the relations between children's emotion regulation and school adjustment were mediated by their aggression.

• 대한가정학회지
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• 제38권1호
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• pp.51-58
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• 2000

This study assessed the degree to which children are subjected to victimize by peers using a peer nomination scale and self-report. The subjects were 122 children in the fourth through sixth grades. About 7% were identified as extremely victimized group. Age and gender were not related with victimization scores. The inter-item correlations and item-total correlations of the peer nomination were high. The correlation of victimization scores measured by peer nomination and self report was significant. Children's victimization scores were not correlated with their aggression scores, which means victimized children were not homeogenous.

• 아동학회지
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• 제17권2호
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• pp.107-119
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• 1996

This study investigated social competence, peer contacts, and emotional development in children of lower SES employed mothers. Instruments were Choi's (1992) questionnaire on social competence, Pettit's (1988) questionnaire on peer contacts, and Kang's (1986) and Kim's (1993) questionnaires on emotional development. The data was analyzed by t-test. Social class differences were found in children's social capability, leadership and anxiety, in peer contacts, and in emotional disturbance and aggression.

• 아동학회지
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• 제36권4호
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• pp.71-89
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• 2015

The present study examined the effects of child maltreatment and self-control on reactive aggression amongst middle-school students and investigated whether students' self-control had any form of moderating effect on the relationship between child maltreatment and reactive aggression. The participants of this study consisted of 482 students (204 boys and 278 girls) from four middle schools located in Seoul and Gyoung-gi province. The Peer Conflict Scale (Marsee, Kimonis, & Frick, 2004) was used to measure the level of reactive aggression. The level of child maltreatment was assessed by means of the Child Trauma Questionnaire (Bernstein & Fink, 1998). Self-control was measured by the Self-Control Scale (Nam, 1999). Statistical analyses of data used for this study comprised the following methods; frequency, mean, standard deviation, and hierarchical regression. The moderating effect of self-control was analyzed by using the procedures proposed by Baron and Kenny (1986). The results indicated that the level of child maltreatment increased the level of reactive aggression whereas the level of self-control decreased the level of reactive aggression. In addition, self-control moderated the influence of child maltreatment on student's reactive aggression. As a result, the influence of child maltreatment upon reactive aggression was greater when the level of self-control was low, compared to when it was high.

• 한국보육학회지
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• 제19권3호
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• pp.171-182
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• 2019

본 연구는 유아기 또래관계에서 사회적 선호도와 사회적 영향력을 측정하고 공감능력, 공격성 및 자아존중감과의 관련성을 탐색하고자 하였다. 연구대상은 서울 및 경기도 유아교육기관에 재원 중인 유아 307명이다. 사회측정법을 사용하여 유아의 사회적 선호도 및 사회적 영향력을 측정하였고 자기 보고법으로 자아존중감을 측정하였으며 교사 보고법으로 공감능력과 공격성을 측정하였다. 연구결과에 의하면 사회적 선호도가 높을수록 공감능력이 높고 공격성은 낮았으며, 사회적 영향력이 높을수록 공격성의 정도가 높았다. 또한 공감능력은 사회적 선호도에 대한 설명력이 가장 높은 변인이었고 관계적 공격성은 사회적 영향력에 대한 설명력이 가장 높은 변인이었다. 본 연구결과를 기초로 다음과 같은 개입 방안을 제안하였다. 유아의 사회적 선호를 높이기 위해 공격성의 억제뿐만 아니라 공감능력과 같은 긍정적 특성을 발달시키는 개입방안이 필요하며, 더불어 학급에서 공격적인 행동들이 엄격한 규칙으로 금지되지 않고 또래들에 의해 사회적 영향력으로 평가되는 양상을 관찰해볼 필요가 있다.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2014년도 춘계 종합학술대회 논문집
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• pp.331-332
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• 2014