• 아동학회지
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• 제10권2호
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• pp.32-44
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• 1989

The purpose of this study was to investigate sex differences in outcome expectation for aggression, and to study the effects of sex of target child and degree of provocation on the consequences that a child anticipates for aggression. The subjects were 30 boys and 30 girls in the 6th grade of a public elementary school located in Seoul. The children were tested individually by an adult who read the items to the child. Perry, Perry, and Weiss's Outcome Expectation Questionnaire, The modified consisting of 48 items was used in this study. The data were analysed by analyses of variance with repeated measures and t-test. Boys expected less guilt and negative self-reactions for aggression than girls. When provoked, children expected more tangible reward and less parental disapproval than when not provoked. When aggressing toward boys, children expected more tangible rewards, less parental disapproval, and less peer disapproval than when aggressing toward girls.

• 아동학회지
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• 제30권5호
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• pp.209-224
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• 2009

This study examined the development of children's perceptions of popular and unpopular peers. Subjects were 784 children in kindergarten, $2^{nd}$, $4^{th}$, and $6^{th}$ grades. Research findings were that : (1)socio-metric popularity and perceived popularity correlated positively with athletic ability, academic ability, and prosocial behavior. Whereas two subtypes of aggression(physical aggression and relational aggression) correlated negatively with sociometric popularity, perceived popularity correlated positively with relational aggression in 6th grade. (2)Social behaviors consistently emerged across developmental periods as predictors of popularity. (3)Academic ability was an important characteristic of popular children. (4)Teachers' praise and punishment affected popularity in kindergarten and $2^{nd}$grade children, but peer effect was more important for $4^{th}$ and $6^{th}$graders.

• 수산해양교육연구
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• 제26권1호
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• pp.166-178
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• 2014

Purpose of this study was conducted to investigate the factors influencing smartphone addiction of high school students. The data were collected from 351 high school students in B city and analyzed with t-test, ANOVA and multiple regression by using SPSS 18.0 program. The smartphone addiction rate was 20.8%, which the high risk group rate was 8.5% and potential risk group rate was 12.3%. The significant factors of smartphone addiction were using time in weekend, accident in using smartphone, aggression, depression, attachment to peer and behavior control of learning attitude. And these factors explained 33.4% of the variance in smartphone addiction. In conclusion, the results from this study indicated a need to develop the intervention program to prevent smartphone addiction.

• 가정과삶의질연구
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• 제25권4호
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• pp.43-55
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• 2007

The Purpose of this study was to investigate the ecological variables on adolescent's sociometric popularity. Independent variables were organism(sex, age, aggression, self-esteem, impulsiveness, prosocial behavior, dominance), microsystem(parenting style, family support, friends relationship, teacher support), mesosystem(family-peer relationship, family-school relationship), and exosystem(positive community environment, social support of extended family, school's policy). The subjects were 835 - 1st and 2nd graders of two middle and two high schools in Daegu. Adolescent's sociometric popularity and ecological variables were measured with questionnaire. Adolescent's sociometric popularity was measured with sociometric popularity questionnaire. Organism variables were measured with sex, age, aggression, self-esteem, impulsiveness, prosocial behavior and dominance questionnaire. Microsystem variables were measured with parenting style, family support, friends relationship and teacher support questionnaire. Mesosystem variables were measured with family-peer relationship and family-school relationship questionnaire. Exosystem variables were measured with positive community environment, social support of extended family and school's policy questionnaire. The data analyzed by frequency, percentage, mean, cronbach's $\alpha$, and multiple regression. The major findings were as follows: First, adolescent's sociometric popularity was affected by age, overt aggression, academic self-esteem, social self-esteem, and impulsiveness of organism variables. Second, adolescent's sociometric popularity was affected by mother's affectional parenting, mother's control parenting, and attachment to friends of microsystem variables. Third, adolescent's sociometric popularity was affected by family - peer relationship and family - school relationship of mesosystem variables. Fourth, adolescent's sociometric popularity was affected by appraisal support of extended family, after-school activity, and circle activity of exosystem variables.

• 가정과삶의질연구
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• 제30권5호
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• pp.49-58
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• 2012

This study investigated the prevalence of mutual antipathy in peer groups and the distribution of mutual antipathy with same- and opposite-gender peers. Moreover, psychosocial maladjustment was compared between children with mutual antipathies and children with no mutual antipathies. The subjects, 520 children in the fifth and sixth grades completed peer nominations that assessed mutual antipathy, social behavior, peer victimization. and friendship. In addition, teachers assessed children's internalizing and externalizing problems. The results indicated that 23.5% of the children had one or more mutual antipathy. Compared to children with no antipathy, those with antipathy had different psychosocial adjustment. When including children who received at least one rejection nomination, having a mutual antipathy was associated with maladjustment for girls, but not for boys.

• 아동학회지
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• 제37권4호
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• pp.31-46
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• 2016

Objective: This study examined the influences of maternal and paternal psychological control and children's rejection sensitivity on relational aggression in elementary school students, and investigated whether children's rejection sensitivity mediated the relation of parental psychological control and relational aggression. Methods: The participants of this study were 596 fifth to sixth graders from seven elementary schools located in Seoul, Incheon, and Gyeonggi province. To measure the research variables, the Peer Conflict Scale (Marsee, Kimonis, & Frick, 2004), the Psychological Control Scale (Barber, 1996) and the Children's Rejection Sensitivity Questionnaire (Downey, Lebolt, $Rinc\acute{o}n$, & Freitas, 1998) were used. The data were analyzed by means of descriptive statistics and t -tests. Also, structure equation model (SEM) were used to examine the mediating role of rejection sensitivity. Results: The results of this study were as follows. First, the level of paternal psychological control increased the level of children's relational aggression whereas the level of maternal psychological control had no significant effect on it. In addition, the level of rejection sensitivity had a significant positive influence on the level of relational aggression. These tendencies were observed on both boys and girls. Second, only for boys, rejection sensitivity in upper elementary school students partially mediated the relation between paternal psychological control and relational aggression. Also, for both boys and girls, rejection sensitivity completely mediated the relation between maternal psychological control and relational aggression. Conclusion: In conclusion, the higher the level of paternal psychological control, the higher the level of children's rejection sensitivity, and subsequently the higher the level of their relational aggression.

• 수산해양교육연구
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• 제27권5호
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• pp.1252-1264
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• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

• 한국사회복지학
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• 제42권
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• pp.314-339
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• 2000

To identify adolescents' moral reasoning and attribution about peer violence, vignette study was conducted. 178 subjects selected from 4 inner city schools were asked to evaluate provoked violent situations. 4 situations depicting the provocation/retribution condition and 3 short vignettes depicting peer violence were presented, and adolescents were asked to judge the violent behavior and the morality of story characters. Analyses revealed that many adolescents focused more on the immorality of the provocation and perceived "hitting back" as a form of reciprocal justice. And a number of adolescents attributed the responsibility to the both of prosecutors and victims with situations which have obscure informations to judge the violent behaviors. In addition, adolescents having more violent characteristics were more likely to attribute the responsibility of violence to the victims than non-violent adolescents. Several suggestions based on these results are as follows: First, school or class-based conflict resolution program should be implemented to intervene in a dispute between peers. Second, it is necessary for comprehensive program such as Aggression Replacement Training including moral education as well as behavior modification to resolve peer violence.

• 가정과삶의질연구
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• 제19권6호
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• pp.77-93
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• 2001

The purpose of this study is investigated on the loneliness of childhood and related variables. 400 boys and girls were sampled far this study that they are elementary school 5th 6th located in IK-San, Kim-Je city. Survey was conducted by self-reported questionnaires and 380 questionnaires were finally used for the data analysis. The data analysis with SPSS Computer program were frequency, percentage, mean, 7- 1est, one-way ANOVA with Duncan's Multiple Range test and Multiple Regression Analysis. The results of this study can be summarized as follows : 1. Significant difference was founded in children's loneliness according to father's education, father's job mother's education, school grade, name satisfaction, body satisfaction, siblings, close relation friend number, family harmony, parent's love- acceptable. 2. Significant difference was founded in children's loneliness according to peer status degree (popular isolation aggression). Higher popular children was perceived lower in loneliness than lower popular children. Higher isolation children was perceived higher in loneliness than lower isolation. Higher aggression children was perceived higher in loneliness than lower aggressive in loneliness. 3. In the result of multiple regression analysis the influence on the loneliness be presented as follows in order of importance , peer status of isolation degree popular degree mother's job of self business, parent's love-acceptable, friends number. The result the above study indicates that peer status family harmony, parent's love- acceptable, child's psychological environmental variables influences on the loneliness but essential variables are influences peer status on the loneliness.

• 대한가정학회지
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• 제46권7호
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• pp.85-93
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• 2008

The purpose of this research was to investigate the prevalence of peer harassment in preschool children and assess its influence on self-concept, hyperactivity, and behavioral problems. The participants were 4 and 5 year old children recruited from preschools and day care centers. Results indicated that a small group of children were identified as victims by self and teacher-reports. Negative self-concept and hyperactivity predicted self-reported victimization. In addition, hyperactivity, internalizing, and externalizing problems were significant contributors in teacher reported victimization.