• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.171-191
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• 2007

The purpose of this study is to develop social skill training in order to reduce problematic behaviors and improve peer relations for elementary school students who have ADHD(Attention Deficit Hyperactivity Disorder) and then verify its effectiveness. The problems for this study are as follows: Firstly, is the social skill training for students with ADHD effective in enhancing their self-esteem? Secondly, is the social skill training for students with ADHD effective in reducing their carelessness, hyperactivity and impulsive character? Thirdly, is the social skill training for students with ADHD effective in improving peer relations? Subjects were six 5th grade children who were selected by the ADHD-SC4 at P elementary school in Pyeongtaek. The social skill training consisted of 10 sessions which included forming friendship, recognizing, making friends, solving problems, reeducation and evaluation. Qualitative data were collected through self-esteem inventory, peer-relation test, self-reported scales for children and Conners' Teacher rating score for ADHD children. The collected data were analysed with t-test. Qualitative data were collected though teacher's interview and observation an the children. The results of the study were follows: First, the social skill training did not give a significant effect in enhancing the self-esteem of the children with ADHD. Second, the social skill training had a positive effect in reducing in attentiveness, hyperactivity and impulsive behavior of the children with ADHD. Third, the social skill training did not give a significant effect in improving the peer relations of the children with ADHD. Fourth the qualitative data showed that the social skill training had positive effect in enhancing over all classroom behavior.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.101-108
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• 2020

One difficulty in language learning is the training of reading ability. The improvement on this ability directly affects the process and effect of language learning. At the same time, there are numerous difficulties in actual learning and teaching. Depending on current research, there is two ideas that can utilize to enhance the reading efficiency of learners. One is to amend objective factors; the other is to change subjective factors. Compared with the two ideas, idiosyncratic factors are more manipulable and controllable, so it is more valuable to conduct researches on this. But among the many subjective factors, the degree of their effectiveness is not the same, so this article attempts to compare and analyze the driving effects of two important subjective factors (peer-driven and task-driven) on reading performance. The results show that both factors can have a positive impact on reading comprehension, but different in driving effects. The task-driven has obvious short-term effectiveness; while peer-driven needs to establish its long-term effect on the basis of early coordination and cooperation among team members. Therefore, in order to maximize the achievement of learning, it is necessary to combine strengths and avoid weaknesses according to the characteristics of two factors, so as to help learners improve reading ability most efficiently.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.149-165
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• 2006

This study examined the relationships of parental behavior control recognized by children and its effect on children's emotional intelligence and conflict resolution strategies in their peer friendships. Subjects were 521 $5^{th}$, $6^{th}$ grade elementary school Children in seoul. Data were analyzed by Pearson's correlation, multiple regression and path analysis. Result showed that parents' control of children's behavior affected children's conflict resolution strategies in peer friendships and affected their emotional intelligence. Path analysis showed that control by parents, demand for maturity and clarity of communication directly affected compromising-integrating strategies. Parental control was affected directly by dominating strategies. Controlling behavior by demand of maturity, clarity of communication and nurture influenced compromising-integrating, avoidance and concession strategies of children's emotional intelligence.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.423-431
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• 2020

The purpose of this study is to examine how the level of participation in dance classes affects the development of social skills and peer relationship. The results are as follows: First, in terms of social skill development and peer relationship based on demographic characteristics, competition-a sub-factor of peer relationship-was higher in male students. In terms of grade level, confidence-a sub-factor of peer relationship-was high in second year students. Second, in terms of the effect of dance class participation on social skill development, autonomy, achievement, and cooperation-sub-factors of social skill-were significantly influenced by the period of participation in dance classes. Participation frequency, on the other hand, was found to significantly impact accountability and activity. Such results indicate that longer dance class participation periods more significantly influences social skill development. Third, in terms of the influence of dance class participation in peer relationship, students who participated in dance classes longer experienced positive impacts regarding sub-factors of peer relationship. Longer participation periods were correlated with lower hostilities. That is, longer participation period and time, as well as, higher participation frequency, have impact on peer relationship.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.705-715
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• 2013

This study has an objective of suggesting the ways to improve infant's sense of self-respect and peer competence, by examining what effect infant temperament has on infant's sense of self-respect and peer competence. The notable study results through analysis are as follows; First, it was shown that, in regard with adaptability and activity of infant temperament, cognitive ability of the sense of self-respect and peer acceptance, the average score of day care centers was higher, while it was shown that, in regard with response of infant temperament, the sense of self-respect's mother acceptance, peer relationship, sociability of peer competence, the average score of kindergartens was higher, and the boy infants' physiological regularity was shown to be higher than that of girl infants. Second, as a result of looking into the difference of infant temperament, sense of self-respect, and peer competence according to infant's age, we found that, in case of 'response' of infant temperament, age 5 group was classified into 'group a', and age 3 and 4 group was classified into 'group b', and two groups showed the difference, and in case of 'physiological regularity', age 3 group had the biggest regularity while age 5 group had the relatively low regularity, thus two groups showed the difference. In regard with sense of self-respect and peer competence, it was shown that age 4 and 5 group had higher one than that of age 3 group.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.977-998
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• 2011

The purpose of this study is to investigate prospective teachers' perceptions of the peer review comments readily available to them during the writing process in a teacher training class. Given these needs, we employ a qualitative method of inquiry giving voice to the learner's own view of peer feedback. The data we wish to consider is first-person narratives elicited from four EFL college students, who are prospective teachers of English. With regard to the EFL students' narrative considered here, all were attentive to the feedback they received. Moreover, the way in which these EFL writers talk about peer response activity reflects that they still welcome peer feedback because of the benefits to be accrued from it. Although this study, covering only four EFL students in total, can hardly be considered conclusive, we attempt to offer a synthesis of their stories. First of all, students indicate that they received responses from "authentic readers" (Mittan 1989, 209). We do note, consequently, that students gain a clear understanding of readers' needs by receiving feedback on what they did well and on what seems unclear. Perhaps the greater effect of peer feedback claimed by these students is that they take active roles in utilizing peer comments. Since they feel uncertain about the validity of their classmates' responses, students feel that they have autonomy over their own text and can make their own decisions on whether they should accept their peer comments or not. This contrasts with their treatment of teacher comments that they accept begrudgingly even if they disagree with them. Four EFL writers talked a lot, typically in a positive way, about peer response to their writing, yet they have expressed reservations about the extent to which they should put any credence in comments offered by their fellow students. Perhaps this is because their fellow students are still developing writers and EFL learners. In turn, they were sometimes reluctant to accept the peers' comments. Thus, in EFL contexts, L1 use can be suggested during peer feedback sessions. In particular, we have come to feel that L1 use enables both reviewers and receivers to have more productive peer review experiences. Additionally, we need to train students not "to see peer feedback as potentially bad advice" (Silva et al. 2003, 111). Teachers should focus on training students to utilize their peers' comments. Without such training, students will either ignore feedback or fail to use it constructively.

• Journal of Families and Better Life
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• v.24 no.1 s.79
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• pp.31-41
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• 2006

This study was to investigate differences in peer attachment, emotion regulation style and depression perceived by adolescents according to age and gender of adolescents. Also, aim that identifies variables which have influences on adolescents' depression. The subjects were 2279 middle and high school students(male 1150, female 1129) who live in Seoul and Kyonggi. All respondents answered by self-report questionnaire. The scales of emotion regulation style consist of three parts: support-seeking, avoidance/distraction, and active problem-solving. Data were analyzed by two-way ANOVA, t-tset and stepwise multiple regression. The major findings were as follows. First, older male and female adolescents perceived less peer attachment than younger adolescents. Specially female adolescents showed more differences between older adolescents and younger adolescents. Second, male adolescents showed more avoidance/distraction style and active problem-solving style but less support-seeking style than female adolescents. Third, older adolescents perceived more depression than younger adolescents. Fourth, peer attachment, age, avoidance/distraction style, active problem-solving style, support-seeking style and gender had a significant effect on adolescents' depression. In other words, adolescents who had more avoidance/distraction style and support-seeking style, who had less peer attachment and active problem-solving style, who had more avoidance/distraction style and support-seeking style, who had less peer attachment and active problem-solving style, who was older adolescents than younger adolescents, and who was female adolescents than male adolescents perceived more depression. The study results suggest that the degree of peer attachment was the most powerful predictor of adolescents' depression.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.193-215
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• 2007

The purpose of this study was to identify the effect of the Peer Relationship Program on the school adjustment of Ha-nul with the school maladjustment by peer problems. To achieve this purpose, single subject pretest-pottiest design was implemented for Ha-nul with school maladjustment in the third grade of the elementary school. As for the testing period of this study, this program was carried out one time a week for 10 weeks from Sept 11, 2006 to Oct 13, 2006. Each test lasted for $40{\sim}60$ minutes. To find out changes in the school adjustment of the subject child, the progress in change before and after tests was comparatively analyzed through a Likert-type three-step evaluation scale and presented as tables and graphs regarding the target behavior table. And the school adjustability was calculated in terms of percentage and presented as tables and bar graphs through a Likert-type four-step evaluation scale. Change in the subject Ha-nul's behavior, which was shown in test scenes, was observed and recorded and then Qualitatively analyzed. The following conclusions were drawn from the results of this study: First, the Peer relationship improvement program was effective in the positive influence to the relationship between a teacher in charge and Ha-nul with the school maladjustment This program made a confidence and increased the ability to express one's own ideas and feelings to others. Second, the Peer relationship improvement program was effective in the positive influence to the relationship between schoolfellows and Ha-nul with the school maladjustment This program provided the opportunities to get along with peers naturally and the abilities of a mutual understanding. Third, the Peer relationship improvement program was effective in the partially positive influence to Ha-nul with the school maladjustment. Fourth, the Peer relationship improvement program was effective in the positive influence to follow the school rules by experiencing a role, concession and fairness through the various activities. Fifth, the Peer relationship improvement program was effective in the positive influence to take part in the school event with a self-confidence and cooperation with peers through the various activities.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.305-318
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• 2017

The purpose of this study is improving the teachers' self-efficacy for pre-secondary music teachers. The research questions for this study were the improvement for teachers' self-efficacy for pre-secondary music teachers and the pre-secondary music teachers' perception about peer mentoring. In this study performed the interview and analyzed the in self-reflection journal in order to identify the improvement effect of teachers' self-efficacy and the participants' perception change in the peer mentoring. As the results from analyzing the change in participant's perception about peer mentoring the mentors had the opportunity to review previous learning contents and practice experiences while developing their team activity and for the mentees. Mentees said that they were given various help from the mentors' advices and their interactions and communication with mentors. From these results, it could identify that there was positive change in participant's perception about the peer mentoring. Based on these results, this study analyzed that it would need to require some chances for pre-secondary music teachers to be given some educational practice and field experience utilizing various teaching methods in order to improve their self-efficacy and the perception of peer mentoring.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.321-331
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• 2014

This research purposed to verify the effects of children's peer attachment, community spirit, and multi-cultural acceptability on their adaptation to school. Also, I verified the difference of school life adaptation according to the degrees of peer communication, trust, alienation, community spirit, and multi-cultural acceptability. This research utilized Korean Children and Adolescent Panel Survey data to get more comprehensive and objective research result. As a result, the children who had higher peer attachment relationships (with more peer communication and better trust), higher community spirit, and higher level of multi-cultural awareness and acceptability adapted to school better. In particular, peer attachment had the highest effect on the children's school adaptation, community spirit next, followed by multi-cultural acceptability. Therefore, children's education needs to enhance their intimacy with peer groups, compliance with basic norms in school communities, and arouse rightful multi-cultural awareness in order to help them adapt to school better.