• 가정과삶의질연구
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• 제32권3호
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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.

• 한국보육지원학회지
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• 제17권1호
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• pp.65-84
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• 2021

Objective: The objective of this study was to investigate the mediating effect of children's emotional intelligence on teacher-child intimacy perceived by children and peer acceptance. Methods: The participants were 134 five-year-old children(71 boys, 63 girls) attending daycare centers and kindergarten in Seoul and Gyeong-nam province. Children were interviewed to measure teacher-child intimacy and peer acceptance. Teachers completed rating scales to measure children's emotional intelligence. Data were analyzed using descriptive statistics, Pearson's correlation coefficient, three step mediated regression analysis and a Sobel test. Results: The main results are as follows. first, there were significant positive correlations of teacher-child intimacy, emotional intelligence, and children's peer acceptance. Second, children's emotional intelligence had a partial mediating effect on teacher-child intimacy and peer acceptance. Conclusion/Implications: The results of this study demonstrates links between early teacher-child relationships and children's emotional and social development. In order to promote children's peer acceptance, it is necessary to build an intimate teacher-child relationship and to improve children's emotional intelligence based on that relationship.

• Human Ecology Research
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• 제53권4호
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• pp.405-412
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• 2015

This study investigated the moderating effect of negative emotionality on the association between teacher-child intimacy and peer interaction based on a differential susceptibility model. The participants were 252 three-year-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher's report with ratings based on a teacher's daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children's negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacher-child intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.

• International Journal of Human Ecology
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• 제16권1호
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• pp.25-35
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• 2015

The primary purpose of this study was to examine to what extent adolescents' daily self-evaluation mediates the effect of experiencing intimacy in parent-adolescent interactions on positive peer interactions the next day, even after controlling for gender and grade level. We employed a daily diary method for seven days in a sample of 452 Korean adolescents, collecting checklist data at the end of each day. Data were analyzed by using hierarchical linear modeling. According to moderated multilevel mediation analyses, the variance of self-evaluation explained 83% of the variance in the lagged effect of parental intimacy on the next day peer interaction even after the upper-level effects of gender and grade level were accounted for. Forth graders were more likely than 7th graders to have a more positive view of themselves when they experienced parental intimacy the previous day. Girls were less likely to experience positive peer interactions when they perceived less intimacy with their parents the day before. Results suggested that it would be most effective for peer relationship programs to teach parents and adolescents how to experience intimacy in their daily interactions, particularly in ways that help adolescents to think more positively about themselves. It would be helpful for parents to learn about various ways to compliment and encourage the adolescent child in everyday conversations. Lastly, findings in grade level differences also suggest that these programs might be especially effective for 4th graders more than 7th graders.

• 한국생활과학회지
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• 제12권5호
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• pp.659-668
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• 2003

The purpose of this study was to investigate the effect of children's peer-relationship and teacher-child relationship on the social competence. The subject of this study consisted of 115 children aged $4{\sim}5$ attending child care centers in Jeon-ju. Peer-relationship was assessed by the peer nomination measure. The teacher-child relationship and the social competence were evaluated by teacher's questionnaire. The results of this study were as follows : There were significant differences according to sex in teacher-child relationship and social competence. Social competences differed among popular, rejected and neglected children's groups. Teacher-child relationship significantly related with the social competence : The intimacy was positively and the conflict negatively related with the social competence. Intimacy, conflict, anxiety of teacher-child relationship accounted for 58% of the social competence variance. Intimacy of teacher-child relationship appeared to be the most important variable.

• 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.

• 디지털융복합연구
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• 제18권12호
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• pp.363-375
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• 2020

본 연구는 청소년을 대상으로 부모친밀도, 부모감독, 또래압력, TV 술광고가 음주행위에 미치는 영향에 대한 구조모형을 검증하고자 시도되었다. G시 8개 중학교 1~3학년 602명을 대상으로 2019년 5월 1일부터 5월 28일까지 자기기입식 설문지를 통해 이루어졌다. 연구결과 첫째, 음주행위에 영향을 미치는 직접효과는 또래압력, TV술광고 순으로 나타났고 이들 변인은 음주행위 정도를 14.4% 설명하였다. 둘째, 부모친밀도는 또래압력과 TV술광고를 통한 음주행위에 간접효과가 있는 것으로 나타났으며, 부모감독은 TV술광고를 통한 음주행위에 간접효과가 있는 것으로 나타났다. 남학생과 여학생의 다중집단 조절효과에서 부모감독과 또래압력, 부모감독과 TV술광고의 경로계수가 집단간 차이가 있어 부분조절효과가 있었다. 따라서 음주행위를 줄이기 위해 또래압력으로부터 대처할 수 있는 현실적인 방안과 건강한 음주문화를 유도할 수 있는 TV 술광고, 부모와 자녀 관계증진 시킬 수 있는 방안 등의 제공이 필요하다고 사료된다.

• 대한가정학회지
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• 제51권2호
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• pp.187-193
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• 2013

This study investigated the relation between participation in bullying, peer relationship and children's social status. We examined the classified types of social status among 700 fifth and sixth grade elementary schools students. The data were obtained by administering a self-reported questionnaire. Differences were identified with participation in bullying behavior, intimacy friendship and peer support as peer relationship. The collected data were subjected to a descriptive and F-test analysis using the SPSS software program. The results conveyed that social status was different according to the gender difference. Rejected boys presented more bully, reinforce, assistant and victim behaviors. Neglected boys were more victims of bullying. Defensive behavior was more apparent in popular and neglected boys. Furthermore, such boys had high intimate friendships. Popular boys presented distinctively more peer support. Rejected boys represented less intimate friendship and peer support. On the other hand, popular girls portrayed more defensive behavior. However, rejected girls and neglected girls had less defensive behaviors. Victim behaviors were less coherent in popular and neglected girls. Intimate friendship and peer support were mostly apparent in popular girls. Rejected boys represented less intimate friendship and peer support.

• 대한가정학회지
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• 제42권4호
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• pp.167-177
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• 2004

The purpose of this study was to examine the relations of peer competence to children's interpersonal problem solving skills and mothers' parenting behavior. The subjects were 88, 6-year-old children and their mothers. Instruments used included the Peer Competence Scale, PIPS, and the revised version of IPBI. The data were analyzed with Pearson correlations, partial correlations, and stepwise regression. Children's sociability was explained mostly by mothers' intimacy-reasoning guidance, parental involvement, and children's positive alternative Solutions. Children's prosocial behavior was explained mostly by mothers' intimacy-reasoning guidance and children's positive alternative solutions. Children's leadership was explained most by mothers' involvement and Omit selling in parenting.

• 감성과학
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• 제21권1호
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• pp.129-142
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• 2018

수면은 인생의 약 삼분의 일을 차지하는 중요한 활동이다. 그동안 많은 연구들을 통해 수면이 개인의 인지 및 정서에 차지하는 중요성이 밝혀졌지만, 수면이 타인과의 관계에 어떤 영향을 미치는지에 대해서는 상대적으로 알려진 바가 적다. 본 연구는 수면이 청소년의 또래 친밀감에 기여할 가능성을 검토하였다. 또한 수면이 기억 응고화에 핵심적이라는 선행 연구들을 토대로 수면의 이러한 관계적 효용이 긍정적인 사회적 기억에 의해 설명될 것이라고 가정하였다. 연구 결과, 예상대로 중학생 수면의 질은 이들이 또래 관계에서 느끼는 친밀감을 예측하였으며, 이는 부분적으로 사회적 일화를 긍정적으로 기억하는 데 기인하였다(연구 1). 이러한 현상은 고등학생에게서도 동일하게 나타났다. 수면의 질이 높은 고등학생일수록 또래와 친밀한 관계를 맺는 경향이 있었으며, 이는 사회적 일화 기억의 긍정성 수준에 의해 부분적으로 설명되었다(연구 2). 인과성을 알아보기 위해 연구 2에서 일주일 간격을 두고 기억 과제를 반복 실시한 결과, 잠을 잘 잔 학생들은 그렇지 않은 학생들에 비해 자신의 사회적 일화를 더 긍정적으로 기억하는 모습을 보였다. 반면, 수면의 질은 비사회적 기억의 긍정성 변화와는 유의한 관련성을 보이지 않았다. 수면의 대인적 기능 및 중요성에 대해 논의하였다.