• Journal of Families and Better Life
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• v.32 no.3
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• pp.147-156
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• 2014

The purpose of this study was to investigate the moderating effect of negative emotionality on the association between mother-child intimacy and peer acceptance based on differential susceptibility model. According to differential susceptibility model, negative emotionality and difficult temperament is potential differential susceptibility factors. The participants were 3-year-old children recruited from preschools and daycare centers. Teachers completed measurement of negative emotionality. Peer acceptance was measured by peer nomination. Mother-child intimacy was reported by mothers. The results presented that negative emotionality significantly moderated the relation between mother-child intimacy and peer acceptance only for boys. For boys with high level of negative emotionality, mother-child intimacy significantly predicted peer acception. However, for boys with low level of negative emotionality, mother-child intimacy did not associate with peer acception. For girls, negative emotionality did not significantly influence the association between mother-child intimacy and peer acceptance. These findings support differential susceptibility hypothesis that vulnerable children are susceptible to positive parenting effects.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.95-110
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• 2010

The purpose of this research is to investigate how the Peer-Praise Activity program influence the Elementary School Students' Peer-Relationship and Class Cohesiveness. 2 Classes from the 5th grade of J elementary school in Seoul were selected as experimental group and control group. After the Peer-Praise Activity program was applied to experimental group, a post-test was given to verify the effects of the program. After one month, follow up-test was conducted to check the effect of durability on program. The program was applied to experimental group to check the inadequency and problem. Contrastively, control group had no application of the program. The results of this study are as follows : Compared to control group, experimental group that participated in the Peer-Praise Activity program showed significant improvement(p<.05) in Peer-Relationship and Class Cohesiveness. To supplement the results of quantitative analysis, opinion documents and qualitative analysis were executed. It shows that children had help of having confident school life by improving friendship and having a sense of unity and community spirit. In follow up-test result, it is known that the effect of Peer-Praise Activity Program is continued in Peer-Relationship and Class Cohesiveness and its all sub-factors except Communal life with friends which is one of the sub-factor in Peer-Relationship. The results above prove that Peer-Praise Activity Program has a positive effect on the Peer-Relationship and Class Cohesiveness for elementary school students. But it is needed to study long-term conducted program to improve durability effect. And curriculums and subjects which is able to connected with program should be studied continually.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.603-614
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• 2021

In this study, the relationships between father's maternal attitude and infant's self-efficacy and peer ability was verified, and in this process, the mediated effect of infant's self-efficacy was verified. The subjects of this study were 256 fathers of infants who were enrolled in a kindergarten located in Seoul, and the data was acquired by questionnaire survey. Verification of research questions was carried out through structural equation model analysis. As a result of the verification, the father's affectional attitude and autonomic attitude showed a significant positive effect on the infant's self-efficacy, and the affectional attitude showed a significant positive effect on the infant's peer competence. And it was shown that the infant's self-efficacy has a significant positive effect on their peer competence. On the other hand, the father's maternal was shown to have a positive effect on the infant's peer competence through the mediating of the infant's self-efficacy. The results of this study will be meaningful in that they have derived factors of the father's maternal attitude toward improving peer competence as well as the self-efficacy in terms of infant development.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.55-70
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• 2002

The influence of peer collaboration on children's analogical abilities was studied with 120 9-year-old participants. After the pre-test, which determined the analogical level of the children, each child was assigned to 1 of 4 different learning conditions: cued/non-cued peer collaborative learning, or cued/non-cued individual learning conditions. The post-test showed changes in their analogical abilities. That is, results showed that cued peer collaborative learned improved the analogical abilities of the children, but the pattern of improvement was different by prior level of analogical abilities. We explained improvement in analogical ability by the context effect of peer collaborative learning and by the interactive effect of context with basic cognitive abilities of the children. We suggested implications of the present results for educational practice.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.67-90
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• 2008

The purpose of this study was to examine the effects of solution focused group counseling program on peer relationship and school life adaption of elementary school children. The subjects in this study were the 4th graders at S Elementary School in Ansan, Gyeonggi-do. 20 students were selected through the preliminary test of peer relationship and school life adaption, that is to say, each 10 students of experimental group and control group. A solution focused group counseling program was provided by researcher to the experimental group in six sessions once or twice a week, 60 minutes each. but control group was not conducted for any program. In verifying of the program effects in this study, KOREAN SPSS/WIN(version 12.0) is used for statistical analysis. The major findings of this study are as follows: First, solution focused group counseling program has a positive effect on all parts of sub-factors of peer relationship except to union life between friends. Second, solution focused group counseling program has a effect on the school life adaption of elementary and its all parts of sub-factors except to school rules. As noted above, it is proved that solution focused group counseling program has a positive effect to improve parts of sub-factors of peer relationship and school life adaption. Accordingly, it is necessary to feel satisfaction and Qualitative improvement in peer relationship and help school life adaptation of elementary school children through solution focused group counseling program.

• Korean Journal of Social Welfare
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• v.37
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• pp.357-379
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• 1999

In recent years, the subject of peer rejection in school settings has received increased attention in the massmedia and counseling literature. This study focused on the effect of individual and environmental factors on peer rejection. Dependent variable was the number of perpetrating peer rejection and independent variables were psychological, behavioral, familial factors, exposure of peer rejection and perception about school policies. Ordered Probit model was employed because of the nature of limited dependent variable. The data were collected from 714 middle-school student in Seoul. Major findings were as follows. First of all, the adolescents who has aggression and problematic behaviors in school were more likely to participate in peer rejection. Second, negative parent-children relationships and the family structure didn't have significant effects on peer rejection. And there were not a significant effect of attitude toward academic value and academic achievement on peer rejection. Third, environmental risk factors such as negative peer relationship and the exposure to rejection had a significant increasing effect on peer rejection. But consistent school policies didn't have a significant effect. In conclusion, this study confirmed that peer rejection in school settings was affected by school environment such as negative-peer relationship, and exposure to rejection. Therefore, comprehesive and systematic intervention programs should be required to ensure that all the pupils at school have a right to learn in a safe and fear-free environment.

• The Mathematical Education
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• v.55 no.4
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• pp.503-522
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• 2016

The purpose of this study is to investigate the effects of peer-to-peer relay feedback strategy on achievement in mathematical problem solving and mathematical communication ability. The experimental instruction was given to 99 students. They were divided into two groups. In this research a strategy of peer-to-peer relay feedback is developed. To enhance lateral communication, students were instructed according to the strategy to read open-type problems, to write mathematical ideas individually and to share their ideas and get feedback in relay method with peers within a small subgroup. The results are as follows. 1) Mathematics achievement assessments were carried six times in the cleanup phases of the class. There was no difference at the 1st test. 2) The second t-test of mathematical communication abilities showed that there was meaningful difference and that peer-to-peer relay feedback was effective. But there was no difference on reading. 3) Peer-to-peer relay feedback strategy has a positive impact.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.23-47
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• 2011

This study investigates the effect of peer tutoring and peer tutor training program on Korean university students' EFL writing. Six tutors and twelve tutees have participated in the experiment. The tutors were divided into untrained and trained groups each of which was assigned to teach six tutees. The three peer tutors in the experimental group received training on how to give peer tutoring. After the pre-test, the tutees wrote series of drafts on three topics and received written feedback from their peer tutors via email. The results of the post-test showed improvement in writing scores in both groups. The tutees in the trained peer tutor group, however, showed much greater improvement. Their improvement was also more consistent, and the score differences between the two groups increased over time. Analysis of the peer tutors' written feedback indicated that the trained tutors focused more on the higher order concerns in writing than the untrained ones did. In the questionnaire all tutees responded positively to the peer tutoring experience. The results indicate that peer tutor training programs may have beneficial effects on Korean university students' writing abilities especially in the elements of higher order concerns.

• The Journal of the Korea Contents Association
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• v.16 no.9
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• pp.339-348
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• 2016

This research attempted to identify factors associated with SNS peer bullying and analyzed the moderating effect of moral disengagement in the relationship between peer conformity and SNS peer bullying. We used multiple regression analysis to test our hypotheses. Results indicated that antisocial peer conformity is positively related with SNS peer-bullying. The effect of antisocial conformity on SNS peer-bullying was higher for those who have higher moral disengagement. Based on these results, this study suggests providing educational programs that target moral disengagement as a strategy to decrease the negative role of antisocial conformity on SNS peer-bullying.

• Korean Journal of Human Ecology
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• v.4 no.1
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• pp.26-35
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• 2001

The Purpose of this study was to examine the difference among peer orientation according to socio-demographic variables and mothers' rearing behavior of early adolescents and to analyze the effect of these variables influencing peer orientation. The subjects were 399 students-sixth grade and second grade in middle school students, living in Gwangju. The major findings were as follows : 1. Peer orientation of early adolescents showed partial differences according to the socio-demographic variables and mothers' rearing behavior. Peer advice seeking showed significant difference according to child's grade, reasoning guidance, affection and active-education of mother. And extreme peer orientation was difference in the child's grade, sex. family type, reasoning guidance and over-protection of mother. 2. The order in the effective power of variables on peer orientation of early adolescents was as following. Peer advice seeking was influenced by the child's grade and affection that were explained about 21%. And extreme peer orientation was influenced by reasoning guidance. over-Protection. the child's sex, and family type that were explained about 17%. In conclusion, Mothers' rearing behavior was influenced on peer orientations. Above all children's peer orientations are need for the improvement mothers' behavior reasoning guidance. affection.