• Human Ecology Research
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• v.51 no.3
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• pp.333-340
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• 2013

The purpose of this study is to identify the influences of parental attitude, parenting attitudes, family function and peer attachment on the self-efficacy of middle school students in multicultural families. In particular, peer attachment was used as a mediator to determine the effects of self-efficacy. 302 multicultural family adolescents who enrolled in Seoul and Gyeonggi-do middle schools were surveyed. In order to measure the variables, this study used such scales as parenting attitude scale, family function scale, peer attachment scale and self efficacy scale. The results were analyzed by the PASW 18.0 program. The findings of the study led to the following conclusions; First, it has shown that peer attachment was the only variable that had significant differences by sex in middle school students of multicultural families. Second, the most influential variables of self-efficacy of middle school students in multicultural families was peer attachment among parenting attitude, family function and peer attachment. Third, there was a mediating effect of peer attachment among parenting attitude, family function and self-efficacy for adolescents of multicultural families. The notable distinction of this study was to find that peer attachment variable is the most important factor of self-efficacy. Considering the results in this study, aggressive intervention is necessary in order to improve the self-efficacy of middle school students in multicultural families.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.102-112
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• 2013

The purpose of this study was to investigate the influence of parent and peer attachment on school adjustment of 5th and 6th graders. In order to achieve this research purpose, following research questions were established. First, does attachment to parents influence on school adjustment of 5th and 6th graders? Second, does attachment to peers influence on school adjustment of 5th and 6th graders? Third, what are relative influences of parent and peer attachment on school adjustment of 5th and 6th graders? Three hundred eighty nine 5th and 6th graders in Busan participated in this study and completed Inventory of Parent and Peer Attachment and School Adjustment Scale. Collected data were analyzed using Two-way ANOVA and ${\eta}^2$. The major findings of this study were that parent attachment and peer attachment would significantly influence on school adjustment of 5th and 6th graders; Relative influence of Parent attachment and peer attachment would differ depending upon sub-factors of school adjustment. These results were discussed in terms of theoretical and practical implications. Finally, the limitations of this study were commented and suggestions for future research were made.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.129-142
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• 2015

The purpose of this study was to investigate the mediating effects of self-regulation abilities on the relationships between parental attachment, peer attachment, teacher attachment and children's happiness in elementary school students in higher grades. The subjects of this study were selected from 4th-6th grade students residing in Dae-gu and Kyung-buk using questionnaires from May 1st to July 1st in 2014. The statistical analysis program(SPSS) was used for analyzing the collected data from the research in correlation analysis. To examine the mediating effects of self-regulation abilities on the relationship between parental attachment, peer attachment and teacher attachment and children's happiness, the Baron and Kenny(1986) model was used.. The results are as follows. First, in the case of father attachment, mother attachment, peer attachment, and teacher attachment, self-regulation abilities and children's happiness, as perceived by higher grade elementary school children positive correlations were observed. Second, in terms of relative effects of father attachment, mother attachment, peer attachment and teacher attachment on children's happiness, mother attachment was observed to have the most effect on children's happiness. Third, self-regulation abilities, as perceived by the children, mediated the effect of father attachment, mother attachment, peer attachment, and teacher attachment amongst higher grade elementary school students and the subsequent affect on children's happiness.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.263-273
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• 2020

The purpose of this study is to check mediating effect of middle school students' peer attachment on relation between self-esteem and intrinsic learning motivation. To this end, this study collected data by measuring the level of self-esteem, peer attachment, and intrinsic learning motivation for 457 male and female middle school students (225 male and 232 female students) located in S city, Jeollanam-do. The results of this study are as follows: The correlation between self-esteem, peer attachment and intrinsic learning motivation of middle school students was all significant. Self-esteem had a significant effect on peer attachment and intrinsic learning motivation, and peer attachment also had a significant effect on intrinsic learning motivation. Meanwhile, Peer attachment showed a partial mediating effect between self-esteem and intrinsic learning motivation. The mediating effect of peer attachment was different according to grade. Through this study, it was confirmed that the self-esteem of middle school students influences peer attachment, and that peer attachment influenced by self-esteem can influence intrinsic learning motivation. The implications and limitations of this study were also discussed.

• Journal of the Korean Home Economics Association
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• v.43 no.9 s.211
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• pp.109-127
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• 2005

The present study examined the relationships among maternal attachment, self-concept, peer relationship, and school adjustment. The subjects were 293 Korean-Chinese elementary school students living in Yanji and Shenyang, China. The Inventory of Parent and Peer Attachment (Armsden & Greenberg, 1987), Social Competence Inventory(Doh & Falbo, 1999), and Self-Perception Profile for Adolesents(Harter, 1988) were used to measure the subjects' maternal attachment, and peer relationship, school adjustment, and self-concept, respectively. When structural equation modeling was applied, the results supported not only the model that maternal attachment and self-concept exert an influence on peer relationship, but also the model that they exert an influence on school adjustment. The results of this study suggest that the secure maternal attachment of Korean-Chinese works as an important mechanism that explains their peer relationship and adjustment at elementary school.

• Human Ecology Research
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• v.60 no.4
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• pp.497-505
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• 2022

This study aims to examine the mediating role of peer attachment between affective school environments and the problematic behaviors of children using data from the Panel Study on Korean Children 10th wave (2017). Descriptive statistics, reliability analysis, correlation analysis, multiple regression analysis, Sobel test, and bootstrapping versification were performed using SPSS 28.0 and Process Macro 28.0. The results indicate that controlled and rigid school environments were negatively associated with peer attachment and positively associated with both internal and external behavior problems. Furthermore, peer attachment was negatively associated with both internal and external behavioral problems. Peer attachment completely mediated the link between affective school environments and internal behavioral problems, and partially mediated the link between affective school environments and external behavioral problems. These results show the important role of supportive and democratic school environments regarding peer attachment.

• Human Ecology Research
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• v.52 no.1
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• pp.11-19
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• 2014

The purpose of this study was to analyze the effect of perceived parental neglect and abuse and peer attachment on school life adjustment according to children's gender. A total of 2,264 5th graders from the second Korea Child-Adolescent Panel Survey participated. The results were as follows: First, the boys had higher parental neglect and abuse scores than the girls, while the girls had higher peer attachment scores and higher school life adjustment scores than the boys. Second, every sub-element of school life adjustment was significantly negatively correlated with parental neglect and abuse regardless of the children's gender. Every sub-element of school life adjustment was significantly positively correlated with the 'communication' and 'trust' sub-elements of peer attachment regardless of the children's gender. In the case of the boys, the 'study activity' and 'peer relation' sub-elements of school life adjustment were significantly negatively correlated with the 'alienation' sub-element of peer attachment. For the girls, every sub-element of school life adjustment was significantly negatively correlated with the alienation sub-element of peer attachment. Finally, the factors of 'parental neglect and abuse', and the peer attachment sub-elements of 'communication', and 'trust' significantly predicted the boys' school life adjustment, while for girls, the significant predictors were 'parental neglect and abuse', 'communication', 'trust', and 'alienation'.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.111-126
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• 2017

Objective: The purpose of this study is to investigate the moderating role of Ego-Resilience between Peer Attachment and Mobile Phone Dependency in late adolescence. Methods: The participants were 2056 third year high school adolescents (1,041 boys and 1,015 girls) from the Korea Youth Panel Study (KYPS), a national representative of Korean Children and adolescence. Hierarchical Regression was used for data analysis. Results: First, the correlation between peer attachment, ego-resilience and mobile phone dependency were all significant. Second, ego-resilience takes the role of moderator for mobile phone dependency. In detail, ego-resilience relieves the mobile phone dependency caused by 'peer relationships' or 'conflict in peer relationships. Conclusion/Implications: Ego-resilience was found to control the relationship between peer attachment and mobile phone dependency. Therefore, in order to lower the dependence of mobile phones in adolescents with low peer attachment, a program that can enhance ego-resilience is needed.

• Korean Journal of Human Ecology
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• v.22 no.5
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• pp.447-459
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• 2013

This study aimed to investigate the influence of mother's responsive/restrictive parenting and peer attachment on academic stress in school-aged boys and girls. The participants were 493 5th, 6th graders from five elementary schools in Daegu and Gyeongbuk province. The collected data were analyzed through a t-test, multiple regression, hierarchial regression using SPSS Win 19.0. The results are as follows. (1) Level of academic stress of school-aged girls was higher than boys. (2) Responsive parenting of mothers was the most powerful explanation in academic stress of school-aged boys. However restrictive parenting of mothers was the most powerful explanation in academic stress of school-aged girls. (3) In boys, responsive parenting of mothers influenced their academic stress but peer attachment didn't influence the boys academic stress. In girls, responsive parenting of mothers and peer attachment influenced their academic stress, and interaction effects of responsive parenting of mothers and peer attachment on academic stress was observed. (4) Both boys and girls, restrictive parenting of mothers and peer attachment had influences on academic stress. And interaction effects of responsive parenting of mothers and peer attachment on academic stress was not observed.

• Journal of Korean Physical Therapy Science
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• v.29 no.3
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• pp.63-74
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• 2022

Purpose: The purpose of this study is to examine the mediating effect of children's perceived peer attachment on children's subjective well-being and the effects of self-esteem, one of the variables of individual personality characteristics, on peer attachment and subjective well-being. Design: Data from the 2018 Panel Study on Korean Children were used. Methods: The survey method was conducted by the investigator, and the total number of cases was 1,434 people. Results: First, the higher the child's peer attachment leads to higher subjective well-being and self-esteem, and the higher the self-esteem leads to higher subjective well-being. Second, in the relationship between peer attachment and subjective well-being, self-esteem acts as a mediator variable. Third, children's peer attachment affects subjective well-being and self-esteem, and self-esteem affects subjective well-being. The results explain that the degree of children's peer attachment itself affects subjective well-being and self-esteem, and self-esteem also affects children's subjective well-being. Conclusion: Self-esteem is an important factor influencing subjective well-being and has a mediating effect on the relationship between peer attachment and subjective well-being. In other words, it can be understood that children feel subjective well-being through positive interactions with peers, not only in parent relationships. Based on these results, it is necessary to suggest practical interventions to enhance children's subjective sense of well-being and to develop various programs that can strengthen the sub-factors of peer attachment.