• Journal of the Korean Home Economics Association
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• v.38 no.1
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• pp.51-58
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• 2000

This study assessed the degree to which children are subjected to victimize by peers using a peer nomination scale and self-report. The subjects were 122 children in the fourth through sixth grades. About 7% were identified as extremely victimized group. Age and gender were not related with victimization scores. The inter-item correlations and item-total correlations of the peer nomination were high. The correlation of victimization scores measured by peer nomination and self report was significant. Children's victimization scores were not correlated with their aggression scores, which means victimized children were not homeogenous.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.121-134
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• 2005

Data were collected by peer nomination and sociometric nomination when children were in 4th grade and again two years later, Concurrent results of peer nominations were that prosocial children were more accepted while overtly/relationally aggressive children were more rejected by peers. Peer acceptance of males at Time 1 affected peer acceptance at Time 2. Peer rejection of females at Time 2 wasn't affected by overt aggression at Time 1. Cross-sectional results of social status were that rejected and controversial children showed higher levels of overt aggression than any other group. Popular children were most prosocial; rejected children were least prosocial. In the prospective view, aggressive males remained more rejected than any other group. Rejected children remained least prosocial.

• Journal of the Korean Home Economics Association
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• v.47 no.5
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• pp.49-57
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• 2009

The purpose of this study was to investigate the correlation between self-report, peer nomination, and teacherreport of peer group rejection among preschool children. Moreover, we examined the influence of self-concept, language skills, social behaviors, and hyperactivity on peer group rejection. The participants were 297 4 and 5 year children recruited from preschools and day care centers. Teacher completed children’s social behaviors and children were interviewed to assess their self-concept and language skills. The results indicated that teacher-report was significantly correlated with self-report and peer nomination. According to informants, the associations between peer rejection and children's characteristics were different.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.1-16
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• 2004

Relationships between peer bullying/victimization, friendship, and self- perception were examined in a sample of 279 fourth, fifth, and sixth grade elementary school students. Data on peer bullying/victimization was collected by peer report using Korean Peer Nomination Inventory; children reported for themselves on the Friendship Quality Scale and the Self-Perception Scale. Children who were involved in peer bullying/victimization reported fewer reciprocal friends and friends similar to themselves; they also showed low friendship quality. Peer victimization was predictable from low perception of social acceptance and friendship satisfaction, while intimacy with friends and high confidence on physical ability predicted peer bullying.

• Journal of Families and Better Life
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• v.24 no.4 s.82
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• pp.141-149
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• 2006

This study investigated cross-informant measures of peer group victimization. The subjects were 460 children in the fifth and sixth grades. Children completed questionnaires that assessed their own victimization feelings of loneliness, and self-perception. They also completed peer nominations concerning peer acceptance and rejection. The results suggest that self-reported victimization is more predictive of loneliness and self-perception, whereas victimization from peer nominations is more predictive of peer rejection and acceptance.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.67-77
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• 2012

The purpose of this study was to investigate the mediating and moderating effects of teacher-child relationships on children's social behavior and peer preference. The participants were 508 children and 28 head teachers of their classes. Teachers measured the children's social behavior and the teacher-child relationships. Peer preference was measured by peer nomination. The association between prosocial behavior and peer preference was partially mediated by teacher-child conflict. The association between withdrawal, aggression and peer preference was fully mediated by teacher-child conflict. The moderating effects of teacher-child conflict were found between prosocial behavior and peer preference. In addition, teacher-child conflict moderated the association between physical aggression and peer preference.

• Human Ecology Research
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• v.56 no.2
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• pp.123-131
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• 2018

This study investigated associations between attachment and friendship. This study also examined the mediating effects of empathy on the association between two variables. Participants consisted of $4^{th}$ to $6^{th}$ grade elementary school children including 173 boys and 141 girls. Two elementary schools were located in Seoul and Bucheon. Children participated in a peer nomination interview. They nominated their three most liked peers. Children's responses to the best friend of the peer nomination identified the children's best friends. A Friendship Quality Scale measured children's positive friendship quality and friendship satisfaction. Children completed the Inventory of the Parent and Peer Attachment Scale that assessed maternal and paternal attachment. In addition, they completed a children's version of the Empathy Quotient that measured empathy. Pearson's correlation and Structural Equation Modeling were used to analyse the data. The results indicated that attachment had a direct influence on friendship network. Children who had the high levels of attachment security had large friendship network. However, attachment did not have a significant effect on friendship quality. Moreover, empathy had mediating effects on the association between attachment and friendship quality as well as the friendship network. The results of this research highlight the importance of attachment and empathy on children's friendship.

• Journal of Families and Better Life
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• v.27 no.6
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• pp.13-20
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• 2009

This study investigates the effects of individual and classroom variables on peer victimization through the use of multi-level models. The participants were 297 preschool children recruited from preschools. Teachers completed rating scales that assessed peer victimization, aggression, and prosocial behaviors. Peer nomination was used to measure social preference and friendship. The results showed that the aggression level of classrooms as well as social preference and friendship were associated with peer victimization. The findings imply that the individual as well as the social context should be considered before preventive intervention programs for peer victimization are implemented.

• Human Ecology Research
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• v.54 no.6
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• pp.565-574
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• 2016

This research examined the trajectories of peer rejection in preschool children. This study also investigated the gender differences in the intercept and slope of the trajectories for peer rejection along with the influences of aggression, withdrawal and language ability on the trajectories of peer rejection. A latent growth curve model investigated peer rejection in 3 to 5 year olds. Three hundred and thirteen 3-year-old children were recruited from five preschools and 14 daycare centers. The children's language ability was measured by a Wechsler Preschool and Primary Scale of intelligence verbal test and teachers completed measurements for aggression and withdrawal. A peer nomination inventory was used to assess peer rejection. Children were asked to nominate three classmates who they do not like to play with. The research findings showed that peer rejection decreased during the preschool years. Compared with girls, boys showed higher levels of peer rejection and a slower change rate of peer rejection. Girls who were aggressive showed high levels of peer rejection and a slow change rate of peer rejection. Moreover, girls who had a high levels language showed low levels of peer rejection and a slow change rate of peer rejection. These findings imply that language ability could be a protective factor of peer rejection for girls.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.91-106
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• 2001

This study examined relationships between peer variables and externalizing behavior problems of 290 4th and 5th grade children in elementary school. The children completed the Friendship Quality Scale and the peer nomination questionnaire. Parents and teachers rated behavior problems of children using the Connors' Rating Scale. Results indicated that rejected children had more behavior problems than popular, average, or neglected children. Socio-emotional supports from a close friend and satisfaction with the friend were negatively related to behavior problems. Behavior problems were mainly predicted by low peer acceptance, and behavior problems of rejected children were negatively and strongly related to socio-emotional supports of a close friend. In conclusion, peer rejection was a risk factor and a friend's support was a protective factor for externalizing behavior problems in 4th and 5th graders.