• Human Ecology Research
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• v.58 no.2
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• pp.229-238
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• 2020

This study examined the effect of parental achievement-oriented expectation on high school students' depression and verified the mediating effect of peer relations on relations. Data were derived from the 7th wave (2016) of Korean Children and Youth Panel Survey (KCYPS), and 1,979 high school students were included. Descriptive statistics analysis, correlation analysis, multiple regression analysis, and a Sobel test were conducted using STATA. The main results were as follows. First, male adolescents perceived higher parental achievement-oriented expectation, lower peer relations, but lower depression than female adolescents. Second, parental achievement-oriented expectation was negatively related to adolescent peer relations but positively related to adolescent depression. This implies that adolescents whose parents have a higher level of achievement-oriented expectation have lower level of peer relations and higher level of depression. Third, adolescents' peer relations significantly mediated the relation between parental achievement-oriented expectation and high school students' depression. The result of Sobel test supported the significance of the mediating effect. The results highlighted a negative impact of parental achievement-oriented expectation on adolescents' mental health, and addressed how parental achievement-oriented expectation affects adolescents' depression by showing an important mechanism of peer relations, which was missed in previous research.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.17-37
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• 2015

The study examined the pathways from maternal reactions to children's negative emotions to children's peer relations through children's empathy and emotional regulation. The participants in this study comprised 463 elementary school 4th-6th graders. They completed questionnaires on maternal reactions to children's negative emotions, levels of children's empathy, maladaptive emotion regulation types and skill levels of children's peer relations. Data were analyzed by means of structural equation modeling. It was found that in the case of maternal emotion coaching reactions, when done indirectly, as well as directly, had an influence on their levels of peer relations. On the other hand, in the case of over-sensitive maternal reactions, when done indirectly, but not directly, had an influence on their levels of peer relations. Therefore, these results indicate that children's empathy mediated the effects of maternal emotion coaching and over-sensitive reactions on peer relations. It also found that there are distinct pathways from maternal reaction types to children's negative emotions to peer relations through empathy and maladaptive emotion regulation types.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.39-57
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• 2005

Participants in this study of adolescents residing in differing ecological environments were 200 Korean-Chinese middle school students of Yanji, China, and 200 Korean middle school students of Gyeongbuk Province, ROK. Instruments were the Inventory of Parent and Peer Attachment(Armsden & Greenberg, 1987), Social Competence Inventory(Doh & Falbo, 1999), and Self-Perception Profile for Adolescents(Harter, 1988). For Korean-Chinese adolescents, attachment with mothers directly influenced peer relationships and school adjustment; indirect influence was mediated by self-concept. For Korean adolescents, attachment influenced peer relationships and school adjustment only indirectly by self-concepts. These findings contrast with those of Choi & Lee(2005) suggesting that the socio-emotional outcome of attachment should be understood in relation to socio-cultural context as well as developmental stage.

• Korean Journal of Child Studies
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• v.11 no.1
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• pp.72-86
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• 1990

The purpose of this study was to investigate possible differences in the behavior problems of peer-rejected and peer-neglected children in relation to parent and teacher perspectives. The subjects in this study were 239 children and their parents(fathers:37, mothers: 155. father+mother pairs:47) and 10 teachers in the fifth grade of a public elementary school located in Seoul. The sociometric assessment mothods were positive and negative peer nominations. On the basis of this sociometric assessment. children were assigned to one of 4 categories in degree of popularity:65 popular, 53 average. 62 rejected. and 59 neglected children. Parents and teachers rated child behavior on the Achenbach and Edelbrock Child Behavior Checklist(CBCL) for parents and Teacher's Report Form(TRF) were used. The obtained data were analyzed by one-way MANOVA and Duncan Multiple Range Test. Rejected children were found to exhibit more behavior problems than neglected, popular, or average children. Neglected children, however, did not exhibit more behavior problems than chidren of average status.

• Journal of Families and Better Life
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• v.26 no.5
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• pp.211-224
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• 2008

The Ecological variables studied in relation to children's school adjustment were organisms(grade, sex, perceived competence, aggression and withdrawal), microsystems(parental support, marital conflict and supervision, peer victimization and perceived teacher attitude), mesosystems(family-peer relationships, family-school relationships) and the exosystem(neighborhood environment). The sample consisted of 565 fifth and sixth grade children. Instruments were the School Adjustment Scale and Index of organisms, microsystems, mesosystems, and exosystem variables. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation and multiple regression. Several major results were found from the analysis. First, children's school adjustment showed positive correlations with perceived competence, parental support and supervision, perceived teacher attitude, family/peer and family/school relationships and neighborhood environment but showed negative correlations with grade, aggression, withdrawal and parental marital conflict and peer victimization. Second, the most important variable predicting child's relationship with teacher, his/her academic adjustment and satisfaction in schoolwas perceived teacher attitude. And the most important variable predicting children's peer relationships in school was perceived social competence.

• Journal of the Korean Home Economics Association
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• v.44 no.2 s.216
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• pp.83-91
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• 2006

The study examined the relations of peer acceptance to children's temperament, maternal self-efficacy, and paternal involvement. A total of 405 children (189 popular children, 216 unpopular children; aged 5 years old) and their parents were studied. The children's peer acceptance was measured by peer nomination and the mother's parenting efficacy and father's child rearing involvement were assessed by a parent reported questionnaire. In the results, popular children recorded higher scores than unpopular children in sociability, activity, maternal parenting efficacy, and paternal child rearing involvement.

• Journal of the Korean Society of School Health
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• v.29 no.1
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• pp.33-41
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• 2016

Purpose: The purpose of this study was to examine relationships between optimism, coping and peer relations on mental wellbeing in adolescents, and to identify contributing factors on their mental wellbeing. Methods: A total of 132 students recruited from two middle schools. Data were analyzed using descriptive statistics, t-test, ANOVA, and Pearson's correlation coefficient, and multiple regression. Results: Adolescents' mental wellbeing was $4.23{\pm}0.84$. Their mental wellbeing was significantly influenced by optimism (${\beta}=.44$), peer relational skills (${\beta}=.21$), and active coping (${\beta}=.20$), explained 49.1% of the total variance. Conclusion: Considering the results of this study, optimism enhancement program for promoting adolescents' mental wellbeing should be builded. In addition, active coping skills and peer relational skills acquisition program need to be developed.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.1-18
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• 2015

The purpose of this study was to investigate the effects of the home environment of young children on their language and the quality of peer competence. The current study hypothesized that when the home environment of young children is desirable, the young children would be more likely to develop better language skills, which in turn, predict greater peer competence and lower levels of aggression and withdrawal in the interaction with peers at child care settings. The study used data of 1,802 families who have been participating in the Korean Child Panel Study since 2008. The results revealed that there was a significant relation from both positive home environment and better language skills to more positive play interaction and reduced play disruption and play disconnection. Home environment significantly predicted better expressive language development of young children and, in turn, higher scores on expressive vocabulary tests predicted greater peer competence and less negative play behaviors rated by child care providers. Statistical tests proved that the mediational effects of language skills between home environment and toddler's peer relationships were statistically significant. The study results emphasized the importance of language development in children's expanding social settings and the supporting role of rich and stimulus home environments in children's development.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.41-63
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• 2006

The purpose of this study is to investigate the differences among mother's feeling expression, children's self-regulation, and children's peer competency by socio-demographic background and provide a basic material to develop the parents' education for mother's promosing emotional environment to help development of children by understanding the correlation among mother's feeling expression children's self-regulation, and children's peer competency. The research objects were 361 of 4 to 6-year-old children and their mothers. The tool adapted by Woo Sookyong(2002) was used for Mother's emotional expressivity, and the tool of Lee Jeongran(2003) for the of self regulation and the tool of park Joohee and Lee Eunhae for the children's peer competency. Data analysis was performed with population, percentage, t-test, Cronbach $\alpha$, F-test, and co-relation of LSD posteriori test. The summary of this study are as follows; First, the more negative expressivity was shown as mother's academic career was higher and the more positive one was appeared as family income was greater according to the background of socio-demography. Female children showed the higher self-regulation, and the self-decision and action control were greater as their age was higher. Children's peer competency was higher as they were social and friendly personality. Second, there was the strong relationship among the mother's feeling expressivity, children's self-regulation and peer competency one. Mother's positive expressivity had the relationship with children's self-regulation and peer competency one while weak expressivity had it with self-decision, regulation and children's peer competency. But the strong negative heartstrings' expressivity was an improper co-relation with action control and no relation with similar age competent ability. A definitive relation existed between all low level area except the emotion of self-regulation and children's peer competency. Form the above study, it was Known that there was the relationship among the mother's feeling expressivity, children's self-regulation and peer competency. In particular, there was strong relationship between positive and weak positive expressivity, and children's self-regulation and peer competency. These results could be reflected to parents' heartstrings education by knowing the impact of a positive emotional expressivity and weak-negative one.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.49-66
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• 2005

The purpose of this study is to compare the peer relations of the gifted students in science and ordinary students. To this study, the questionnaire to access students' satisfaction with their peer relations, students' feeling of loneliness, and the quality of peer relations was conducted to the subjects of 147 gifted students in science and 253 ordinary students in Korea. In the peer relations at the ordinary class, the significant difference between them was found in the students' feeling of loneliness, so the gifted students showed a little lower feeling of loneliness than the ordinary students. Also, the significant difference was found in the quality of peer relations. In the perception of the gifted students' peer relations at the gifted and ordinary class, satisfaction with their peer relations and the quality of peer relations were showed the significant differences. There was more mutual peer relations between the gifted than the ordinary students.