• Korean Journal of Human Ecology
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• v.17 no.2
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• pp.207-221
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• 2008

This study examined different individual, family factors and classroom environment that affect children's perceived competency. For an analysis, achievement motivation, intrinsic locus of control and anxiety were included in individual variables. For family factors, parental support and marital conflict were examined. For classroom psycho-social environment, teacher support, peer relations, classroom involvement and teacher control were used. The sample consisted of 565 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, Factor analysis, frequency, percentage, t-test, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis. First, boy's perceived academic competency was higher than girl's. And no sex difference was in children's social and athletic competency. Second, boy's and girl's perceived academic and social competency and boy's perceived athletic competency had a positive correlation with achievement motivation, intrinsic locus of control, parental support, teacher support, peer relations and classroom involvement. And girl's perceived athletic competency had a positive correlation with achievement motivation, intrinsic locus of control, parental support and peer relations. But boy's and girl's perceived academic and social competency and boy's perceived athletic competency had a negative correlation with anxiety and parental marital conflict. Third, the most important variable predicting boy's and girl's perceived academic competency was achievement motivation. The most important variable predicting boy's and girl's perceived social competency was peer relations. And the most important variable predicting boy's perceived athletic competency was peer relations. On the other hand, the most important variable predicting girl's perceived athletic competency was father's support.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.159-170
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• 2019

This study examined the influence of academic self-efficacy of Faculty-student inter action and peer relations. The subject were collected from 289 dental hygiene students J region, three colleges of between November 5, December 30, in 2018. The data was analyzed by descriptive, pearson correlation coefficient and multiple regression. Faculty-student interact ion was correlated with peer relations(r=.434) and had a positively correlation with academic self-efficacy(r=.282) with improved of major satisfaction and higher academic performance, a much more vigorous active faculty-student interaction and peer relations of level of academic self-efficacy. The results reveals to develop program co-relationship in order to improve academic self-efficacy.

• Journal of Families and Better Life
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• v.19 no.3
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• pp.41-51
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• 2001

The purpose of this study was to investigate the relationships between mothers involvement of their childrens peer interaction, their memory of childhood peer relations, and their perception of childrens social competence. Subject consisted of 302 mothers of 4- to 6-year-old children. A sample of mothers completed a series of questionnaires assessing their peer experiences, perceptions about their childrens sociability, and a behavioral checklist of their involvement activities. The results indicated that mothers own sociability and their perceptions of their childrens sociability influenced their involvement. More intense maternal involvement occurred when mothers perceived their children to be sociable. Mothers with sociable peer recollections appeared to take more active role in their childrens social development.

• 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 Child Studies
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• v.37 no.4
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• pp.57-67
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• 2016

Objective: This study examined the relations between maternal meta-emotion philosophy, child interpersonal problem solving, and peer competence among children aged 4-5 and their mothers and teachers. Methods: A total of 54 children from 24 kindergartens were assessed on their interpersonal problem solving and peer competence. Their mothers reported on meta-emotion philosophy. Their teachers were assessed on child peer competence. Results: The major findings of this study were as follows. First, maternal meta-emotion philosophy, child interpersonal problem solving, and child peer competence showed positive correlation patterns. Second, child interpersonal problem solving and peer competence was found to be influenced by maternal child-directed meta-emotion philosophy but not by maternal self-directed meta-emotion philosophy. Conclusion: Findings highlight the importance of maternal meta-emotion philosophy and that their emotion socialization play a significant role in identifying the mechanisms leading to child social cognitive ability and social adjustment. Furthermore, these results could lead to important basic studies in developing parent/teacher education programs.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.5
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• pp.117-125
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• 2015

This study was carried out to analyze how the smartphone addiction of adolescents affect their peer relations. To achieve the study purpose, a survey was performed on students attending middle school in Seoul. For the final questionnaire of 640, factor analysis, reliability test, t-test, one-way ANOVA, and hierarchial regression analysis were executed. Major study findings are as follows: First smartphone addiction did not affect the trust in peer relations, but affected communication, anger and isolation positively; Second, the degree of smartpone addiction was found to be different in gender, school year, average daily use time and average monthly phone bill; Third, a difference regarding peer relations was found in gender, school year, average daily use time and the monthly expenses. These study findings will contribute to creating a executable and socially acceptable program that promotes good functions of smartphone and discourage negative ones, thus helping alleviate the smartphone addiction problem of adolescents.

• Journal of Families and Better Life
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• v.26 no.6
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• pp.95-105
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• 2008

This study examined the mediation effect of life satisfaction between social support and loneliness. The subjects were two hundred and eighty fifth grade elementary school and second grade middle school adolescents in Seoul. The instruments used were questionnaires about loneliness and other factors relevant to loneliness. Social support factors existing in an adolescent's external environment include the support of parents, peers, and teachers. And life satisfaction as a psychological characteristic was concerned with the adolescent's sense of self, school life, home environment, and family relations. Data were analyzed by using the t-test, Pearson's correlation and regression. Major findings were as follows: (1) There were significant differences in parent and teacher support, satisfaction with school life, home environment, and family relations between early adolescents and mid adolescents. (2) Parental, peer, and teacher support, contentment with oneself, school life, home environment, and family relations were negatively related to the fifth-grade early adolescent's loneliness. Peer support and contentment with oneself, school life, and home environment were negatively related to the second-grade middle adolescent's loneliness. (3) Life satisfaction had a mediation effect between peer, parental, and teacher support and loneliness in fifth grade early adolescence. Whole life satisfaction had a mediation effect between only peer support and loneliness.

• Journal of the Korean Home Economics Association
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• v.42 no.4
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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.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.57-72
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• 2009

The purpose of the present investigation was to analyze the effects of a social-emotional competence program utilizing group play therapy in promoting young children's prosociality, teacher-child relations and peer competence. The subjects were 90 five-year-old kindergarten children. The experimental treatment was performed in 14 sessions for 7 weeks. Instruments were the Prosocial Behavior Scale for Young Children (2003), Student-Teacher Relationship Scale (2004), and Iowa Social Competence Scales (1997). Data was analyzed by ANCOVA. Results were that the experiment group showed significantly higher social competence scores than the comparison and control groups. Conclusions were that a social-emotional competence program utilizing group play therapy can be effective in enhancing young children's improvement of prosociality, teacher-child relations, and peer competence.

• Journal of Families and Better Life
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• v.27 no.5
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• pp.101-113
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• 2009

The purpose of this study is to examine the relations between parenting behaviors, adolescents' attachment toward parents and peers, and adolescents' self-esteem. The differences in parenting behaviors and adolescents' attachment and self-esteem as a function of parent and adolescent gender are also examined. Participants were 405 high school students (Mage = 16.3, SD = 0.71) who completed questionnaires regarding parenting behavior, parent and peer attachment, and self-esteem. Results show that girls perceived a higher maternal behavioral control and peer attachment, whereas boys perceived a higher parental psychological control. The relative contributions of peer attachment and parenting differed depending on the adolescent's gender. Peer attachment was the only variable to predict boys' self-esteem, but mothers' behavioral control is also important to predict girls' self-esteem. The results underscore the importance of parenting behaviors and adolescents' attachment toward parents and peers in predicting an adolescent's positive self-esteem.