• Journal of the Korean Home Economics Association
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• v.40 no.9
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• pp.35-46
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• 2002

This study was to investigate whether there are any differences in social competence by the frequency of young children's video and computer game use. Social development was categorized as peer popularity and social competence. The subjects were 215 children(118 boys, 97 girls) aged 4-6 years(M= 63.6 months, SD=6.8) from 3 kindergartens in Chung-Cheong Nam Do. The frequency of children's video and computer game use was reported by their parents. Peer popularity was rated by their classmates and social competence by their teachers with Kohn Social Competence Scale(KSCS). No significant relationship was found between game use and peer popularity. The children who played video and computer games once or twice a week got the highest score on the‘social interest and participation’But social cooperation dimension was not related with the frequency of video and computer game use but with the sex of children.

• Human Ecology Research
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• v.52 no.3
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• pp.213-228
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• 2014

This study examined the effects of peer relationships, depression, and aggression on bullying and victimization among boys and girls. The subjects were 364 3rd grade students (boys, 218; girls, 146) and 368 6th grade students (boys, 186; girls, 182), that is, a total of 732 students from three elementary schools. Data were collected on bullying, victimization, peer relationships (mutual friendship, mutual antipathy, and peer popularity), depression, and aggression (overt aggression and relationship aggression) from July 12, 2012 to July 13, 2012. These data were analyzed by means of a chi-squared analysis, t-test, and a logistic regression analysis. The results revealed that there were differences by sex in the case of direct bullying and victimization but no differences in the case of indirect bullying and victimization. Among boys, the factors influencing direct bullying were depression and overt aggression, and the factor influencing direct/indirect victimization was depression. Among girls, the factors influencing direct bullying were mutual antipathy relations and relational aggression, the factors influencing indirect victimization were mutual antipathy relations and peer popularity, the factor influencing indirect bullying was mutual antipathy relations, and the factor influencing indirect victimization was peer popularity. The results of this study showed that the factors influencing bullying and victimization are differences in sex. Finally, the implications and methodology for developing bullying prevention education programs were discussed.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.33-51
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• 2013

This study identifies the differences of creative leadership according to preschool children's peer popularity. The subjects of this study were 178 5-year-old children in institutes of early childhood education in G city and all collected data were analyzed by t-test. The results of the study are as follows: 1) Children's Peer Popularity and creative leadership in the overall score, and sub-elements such as creative thinking, self-management, respect for others and community care ability of young children have a positive relationship. 2) there were statistically significant differences in the whole creative leadership and sub-elements(creative thinking, self-management, and social leadership, respect for others and community care ability) depending on peer popularity. It suggest that the results of this study have a great value to provide fundamental data for the development of peer relation building program to enhance creative leadership.

• Journal of Families and Better Life
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• v.25 no.4
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• pp.43-55
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• 2007

The Purpose of this study was to investigate the ecological variables on adolescent's sociometric popularity. Independent variables were organism(sex, age, aggression, self-esteem, impulsiveness, prosocial behavior, dominance), microsystem(parenting style, family support, friends relationship, teacher support), mesosystem(family-peer relationship, family-school relationship), and exosystem(positive community environment, social support of extended family, school's policy). The subjects were 835 - 1st and 2nd graders of two middle and two high schools in Daegu. Adolescent's sociometric popularity and ecological variables were measured with questionnaire. Adolescent's sociometric popularity was measured with sociometric popularity questionnaire. Organism variables were measured with sex, age, aggression, self-esteem, impulsiveness, prosocial behavior and dominance questionnaire. Microsystem variables were measured with parenting style, family support, friends relationship and teacher support questionnaire. Mesosystem variables were measured with family-peer relationship and family-school relationship questionnaire. Exosystem variables were measured with positive community environment, social support of extended family and school's policy questionnaire. The data analyzed by frequency, percentage, mean, cronbach's $\alpha$, and multiple regression. The major findings were as follows: First, adolescent's sociometric popularity was affected by age, overt aggression, academic self-esteem, social self-esteem, and impulsiveness of organism variables. Second, adolescent's sociometric popularity was affected by mother's affectional parenting, mother's control parenting, and attachment to friends of microsystem variables. Third, adolescent's sociometric popularity was affected by family - peer relationship and family - school relationship of mesosystem variables. Fourth, adolescent's sociometric popularity was affected by appraisal support of extended family, after-school activity, and circle activity of exosystem variables.

• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.239-249
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• 2006

The main purpose of this study was to examine the relations of children's shyness and maternal involvement in children's peer relations to children's social competence, and the relative influence of children's shyness and maternal involvement in children's peer relations on children's social competence. 195 mothers of 3-year-olds and their 13 teachers in Seoul and Gyeonggi province participated in the study. The data were obtained using three kinds of questionnaires regarding shyness, parental involvement, and social competence. Findings revealed that shy children showed less popularity leadership and social participation for both boys and girls. The more orchestrations mothers exerted, the more popularity leadership boys showed. And the more advice and support mothers provided, the more interpersonal adjustment girls showed. For boys, shyness was more influential on popularity leadership than maternal orchestrations were. Findings are discussed in terms of the role of shyness in children's early social competence for both boys and girls.

• Proceedings of the Korea Information Processing Society Conference
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• 2009.11a
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• pp.523-524
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• 2009

Peer-to-Peer(P2P) 시스템은 분산된 대용량 데이터를 효율적으로 공유하게 하여 사용자들에게 제공되는 killer application 으로 최근까지 여러 분야에서 연구가 되고 있다. 하지만 P2P 네트워크에서 피어가 소유한 데이터나 공통 관심사 또는 사회적인 관계를 고려하지 않고 무작위로 오버레이가 구성되기 때문에 검색 결과의 제약이 발생한다. 따라서 본 논문에서는 P2P 오버레이상의 효율적인 데이터 검색을 위해서 각 피어가 가지고 있는 데이터와 공통의 관심사를 기반으로 유사성을 측정하여 semantic overlay를 구성하는 기법을 제안한다. 그리고 피어들 간의 semantic proximity는 데이터 요약 기법을 사용하여 측정되며 측정 과정상에서 popular content을 고려하여 semantic proximity의 왜곡현상을 방지하여 semantic link quality의 향상을 가져오는 방안을 도입한다.

• Korean Journal of School Psychology
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• v.8 no.2
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• pp.153-173
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• 2011

In a group of 353 elementary students, the present study examined the moderation effects of prosocial behaviors and social competence in the relations between overt/relational aggression and peer status (social preference and perceived popularity). The results indicate that both overt aggression and relational aggression lowered social preference regardless of gender. Prosocial behaviors and social competence did not buffer the negative influence of aggression on social preference. Among boys, overt aggression was a significant predictor of increased perceived popularity. Although inconsistent, relational aggression also predicted boys' perceived popularity. However, among girls, relational aggression, not overt aggression, was associated with perceived popularity. The moderation effects of prosocial behaviors and social competence were significant only among boys. In other words, boys' aggression, although it lowers social preference, contributes to their social influence and dominance when it is effectively combined with positive characteristics. It is necessary to develop new intervention strategies which reflect the adaptive function of aggression within peer groups.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.89-107
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• 2009

This study investigated how peer popularity is linked to children's understanding, moral judgment, and emotional reactions about three different types of lies. Participants were second (n=53) and fourth (n=54) grade children. Results showed that (1) popular children afforded better understanding of white lies than unpopular children; most children understood the definition of an antisocial lie, but not a trick lie. (2) Popular children rated lies more positively than unpopular children. Second graders did not differentiate between the morality of white and trick lies; fourth graders rated white lies as the least serious type of lie. (3) Second graders anticipated greater positive emotional reaction for antisocial lies and greater negative emotional reaction for white lies and trick lies, respectively, than fourth graders.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.209-224
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• 2009

This study examined the development of children's perceptions of popular and unpopular peers. Subjects were 784 children in kindergarten, $2^{nd}$, $4^{th}$, and $6^{th}$ grades. Research findings were that : (1)socio-metric popularity and perceived popularity correlated positively with athletic ability, academic ability, and prosocial behavior. Whereas two subtypes of aggression(physical aggression and relational aggression) correlated negatively with sociometric popularity, perceived popularity correlated positively with relational aggression in 6th grade. (2)Social behaviors consistently emerged across developmental periods as predictors of popularity. (3)Academic ability was an important characteristic of popular children. (4)Teachers' praise and punishment affected popularity in kindergarten and $2^{nd}$grade children, but peer effect was more important for $4^{th}$ and $6^{th}$graders.

• Journal of Families and Better Life
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• v.20 no.2
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• pp.147-159
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• 2002

The purpose of this study is to investigate children's perceptions of their own peer status and the variables that affect the perception. Four hundred boys and girls in grades five and six participated in this study. The participants were sampled from elementary schools located in two cities in Cheon-buk Province. Out of the 400 self-report questionnaires filled by the participants, 380 were used for the data analyses. The methods of analyses included basic descriptive categorical analysis (frequencies, means, percentages) as well as t-test, one way ANOVA, and multiple regressions. To summarize major findings from the analyses; first, a significant difference was found in children's aggression by father's job and mother's age, in children's popularity by school GPA, father's education, mother's education, and fathers job, and in children's isolation by father's age, father's education, mother's education, and father's job. Second, children's aggression was significantly dependent upon self-esteem, loneliness, family harmony, and family communication. Children's popularity was related with school grade, name satisfaction, body satisfaction, self-esteem, number of close friends, loneliness, family harmony family communication, parental love and acceptance, and perceived closeness to mother. Children's isolation was significantly associated with school grade, body satisfaction, self-esteem, number of close friends, loneliness, family harmony, family communication, parental love and acceptance, and perceived closeness to mother Third, according to the multiple regression analyses, it was found that highly aggressive children tend to report less family harmony, more loneliness, and a larger number of friends. Also, highly popular children tend to report less loneliness, larger number of friends, strong family harmony, and higher academic achievement. On the other hand, highly isolated children tend to perceive weak family harmony, more loneliness, and lower body satisfaction. Lastly, the overall peer status indicator depended significantly on family harmony, loneliness, self-esteem, academic achievement, body satisfaction.