• Journal of the Korean Home Economics Association
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• v.45 no.5
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• pp.75-83
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• 2007

The purpose of this study was to investigate the relationships between peer victimization by peers, bullying, and friendships, with a focus on friendship network, friendship quality, and friends' characteristics. The subjects were 678 fifth and sixth grade primary school children recruited from a public school in Bucheon city. The peer nomination index was used to assess peer victimization, bullying, and friendship network. In addition, children themselves reported on the quality of their friendships using the Friendship Quality Scale. The results showed that victimization by peers was influenced by friendship network size, support, and victimization of friends, whereas bullying was explained by support and the bullying behaviors of friends.

• Human Ecology Research
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• v.51 no.5
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• pp.473-481
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• 2013

The purpose of this study was to investigate the moderating effects of a size of the friendship network and quality of friendship on the associations between mutual antipathy and maladjustment. The subjects were 678 fifth- and sixth-grade primary school children who were recruited from a public school in Bucheon City. The Peer Nomination Inventory was used to assess mutual antipathy, peer victimization, social withdrawal, aggression, and the friendship network. The children were given a classroom roster and asked to nominate up to three classmates who fit each description. Additionally, the children reported the quality of their friendships using the Friendship Quality Scale. Each child was asked to indicate his or her one best friend and rate how accurately a sentence describe done of their best friends on the scale. The results revealed that the friendship network and friendship quality significantly moderated the relationships between mutual antipathy and social withdrawal, and peer victimization. The magnitude of the association between mutual antipathy and social withdrawal was not significant for large friendship networks and high quality friendships. Although mutual antipathy was significantly associated with peer victimization, the association was stronger at lower levels than at higher levels of the friendship network and quality. However, there was no moderating effect of the friendship network and quality on the association between mutual antipathy and aggression. A large friendship network and high quality friendship could be protective factors among those who have mutual antipathy in peer groups.

• Human Ecology Research
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• v.57 no.3
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• pp.307-314
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• 2019

This study investigated children's friendship factors such as number of friends, friendship quality, and friends' characteristics as a function of children's sociometric status. The concordance between children's and their friends'perceptions of friendship quality was examined. Subjects were fifth grade students recruited from two public schools. The peer nomination index assessed peer rejection and acceptance. Positive and negative nominations as well as social preference identified children into rejected and popular groups. Children who nominated each other on their list of friends were considered mutual friends. Children reported the quality of their friendships using the friendship quality scale. The results showed that rejected children had fewer mutual friends compared to popular children. Rejected children as well as their friends perceived their friendships less positively. Moreover, rejected children's perception showed lower correlations with their friends'perceptions than popular children's perceptions. Furthermore, rejected children were similar with friends in respect to peer rejection level. It was concluded that rejected children's problems in their peer group and dyadic friendships may mutually influence each other. The findings from this study highlight the need for future research on friendship quality and psychosocial adjustment for rejected children.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1107-1118
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• 2007

This study explored the consistency of bullying, victimization and aggressive victimization, the relationships between bullying, victimization and aggressive victimization and overt/relational aggression, and the relationships between bullying groups and overt/relational aggression with gender. The subjects were 4th grade children and 2 years later they were contacted again. Instruments were the Bully-Behavior Scale, the Peer-Victimization Scale and the Peer Nomination Instrument. Bullying, victimization and aggressive victimization were decreased while there were consistencies in overt and relational aggression from 4th to 6th grade. In the correlation analysis, male victims at Time 1 were negatively related to overt and relational aggression at both Time 1 and Time 2. Female bullies were positively related to relational aggression at both Time 1 and Time 2. In the cross-sectional relations of overt aggression with bullying groups, there was a gender difference. In the relational aggression with bullying groups, only bullying groups had a significant difference. In the longitudinal relations of overt aggression with bullying groups, only gender had a significant difference. Males appeared to be more overtly aggressive than females. In the relational aggression, bullying groups, gender, and the interaction between bullying groups and gender had significant differences. Female bullies were more likely to be relationally aggressive than other groups.

• International Journal of Costume and Fashion
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• v.14 no.1
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• pp.1-15
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• 2014

Fashion leadership is divided into visual influence, linguistic influence, and dual leadership. We refer to people exercising such influential power as fashion innovators, fashion opinion leaders, and fashion double leaders, respectively. Scholars and marketers have raised continuous questions on this issue: who are these fashion leaders and what characteristics do they have? In this study, social network analysis is applied to grasp the existence of three types of fashion leaders in college clubs, examine their positions in fashion process networks and investigate their individual and social characteristics. For this study, three college clubs were recruited through convenience sampling and surveyed online. Peer nomination questions for structuring fashion process networks and self-evaluation questions for measuring personal characteristics are included. Two fashion networks, an opinion leadership network and an innovativeness network, embrace four to six leaders and illustrate similar structure patterns in the three groups, which indicates that dual leaders enjoyed the lion's share in college clubs. The number of fashion innovators tends to be fewer compared to that of fashion opinion leaders, and we infer that peer relationship appears to intervene with fashion opinion leadership. Other personal characteristics supporting results from previous studies are also confirmed in this study.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.549-569
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• 2018

The purpose of this study is to examine the relationship between peer rejection and victimization among schoolchildren and to test whether conflict norms in the classroom moderated this relationship. The analysis used the third year data derived from ClassNet research (Park, et al., 2017) supported by the National Research Foundation of Korea. The sample comprised fourth-grade through sixth-grade students in 52 classrooms of 7 elementary schools in South Korea (N = 1194). A series of multi-level analyses were performed to fulfill the study's purpose using variables obtained by peer nomination, such as social rejection, victimization, bullying perpetration, and teacher-student conflict. The results found that boys experienced more victimization than girls and peer rejection significantly increased victimization. Furthermore, conflict norms in the classroom moderated the relationship between peer rejection and victimization. Peer rejection significantly increased the extent of victimization in classrooms with relatively high levels of conflict norms. The study concludes with a discussion on the significance of conflict norms and the educational implications of the results with a focus on ways that teachers can facilitate healthier classroom environments.

• Korean Journal of Child Studies
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• v.23 no.5
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• pp.123-138
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• 2002

The assessment of the 678 6th grade subjects of this study was with the Perry, Kusel, and Perry(1988) Modified Peer Nomination Inventory and the Daily Hassles Coping Scale for Children (Min & Yoo, 1998). Findings were that 14% of the children were bullies, 14% were victims, and 11% were bully/victims(bullies in one situation and victims in a different situation). Sex differences showed that boys who are victims and bully/victims used more passive coping than bully type boys. Bully and bully/victim types used more aggressive coping; victim types used more evasive coping. For girls, bully and bully/victim types used more passive coping than the victim types, who used more evasive coping. Bully types used more social support-seeking in their coping than victims and bully/victim types.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.259-273
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• 1996

The purpose of this study was to investigate the relationship between children's popularity and Interpersonal Cognitive Problem-Solving Skill(ICPS). The subjects were 162 children(70 popular, 76 rejected, and 16 neglected children) chosen from 359 children between the age of 5 -6 and 8-9 years of age. The materials were peer nomination measures developed by Moreno(1934 ) and Interpersonal Cognitive Problem-Solving Skill produced by Park, Chan-Ok from IPCS of Spivack(1976). The data were analyzed by 3-way ANOVA popularity (3) ${\times}$ age (2) ${\times}$ sex (2), t-test, and $Scheff\acute{e}$ test. The results were that (1) children's popularity was significantly different by sex, (2) children's ICPS was significantly different by age for boys, (3) there was no significant difference in ICPS by popularity, and (4) there were significant differences in positive negative solution thought.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.489-504
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• 2009

This study explored differences in maternal parenting behaviors, children's emotional intelligence, and daily hassles by children's sex and types of aggression. Subjects were 200 children in 4th, 5th, and 6th grade and their mothers from four elementary schools. Instruments were the Maternal Parenting Behaviors Scale (Kim, 2006), the Emotional Intelligence Scale (Lee, 1997), the Daily Hassles Scale(Min & Yoo, 1998), and the Peer-nomination Measure (Crick, 1995; Crick & Grotpeter, 1995). Data were subjected to descriptive statistical analysis and multivariate analysis of variance. Findings revealed that the relational aggressive group had higher emotional intelligence and more daily hassles; girls had higher level of daily hassles than boys. Maternal parenting behaviors did not differ by child's sex and type of aggression.

• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.89-96
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• 2010

Purpose: To examine whether three, specific maternal and paternal parenting are associated with school bullying. Methods: A longitudinal study was conducted among 1585 seventh and eighth-grade students in two middle schools participated in the study between 2000 and 2001. The instruments were the Korean Peer Nomination and Childrearing Behavior Questionnaire (measuring three dimension of parenting practice: Warmth/acceptance, rejection/restriction, and permissiveness-nonintervention). Descriptive and multiple logistic regression analyses were performed. Results: The ORs of perpetrator with maternal rejection/restriction parenting was 1.065 (confidence interval: 1.008~1.126). Conclusion: Adolescents who were experiencing maternal rejection/restriction was at significantly increased risk for being perpetrators. Development of preventive and intervention programs with the goal of improving parenting skills may help to reduce adolescent school bullying.