• Journal of the Korean Home Economics Association
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• v.39 no.8
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• pp.37-52
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• 2001

The purpose of this study was to explore the relationships of mother's childrearing behavior, children's behavior problems, locus of control and peer victimization. The subjects were 360 children of 4th and 6th grade and their mothers. The instruments were Peer Victimization Scale, CBCL, Locus of Control Scale for Children, Childrearing Behavior Scale. The major findings of this study were as follows; (1) The type of peer victimization had a significant difference between girls and boys. That is, boys were more focused on overt victimization than girls. There was no significant gender difference in relational victimization, And there was no significant grade difference in overt and relational victimization. (2) Mother's rejection-restriction childrearing behavior, children's social withdrawal behavior problems, extemal locus of control predicted children's peer victimization. 24% of the variance of children's peer victimization was explained by these variables. (3) Mother's rejection-restriction childrearing behavior was the first contribution factor and had a direct and indirect effect through children's locus of control on children's peer victimization. And children's social withdrawal behavior problems was second contribution factor and had a direct effect on children's peer victimization. Children's locus of control had a direct and indirect effect through children's social withdrawal behavior problems on children's peer victimization. Mother's warmth-acceptance and permissiveness-nonintervention childrearing behavior had indirect effect through children's locus of control on children's peer victimization.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.603-614
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• 2021

In this study, the relationships between father's maternal attitude and infant's self-efficacy and peer ability was verified, and in this process, the mediated effect of infant's self-efficacy was verified. The subjects of this study were 256 fathers of infants who were enrolled in a kindergarten located in Seoul, and the data was acquired by questionnaire survey. Verification of research questions was carried out through structural equation model analysis. As a result of the verification, the father's affectional attitude and autonomic attitude showed a significant positive effect on the infant's self-efficacy, and the affectional attitude showed a significant positive effect on the infant's peer competence. And it was shown that the infant's self-efficacy has a significant positive effect on their peer competence. On the other hand, the father's maternal was shown to have a positive effect on the infant's peer competence through the mediating of the infant's self-efficacy. The results of this study will be meaningful in that they have derived factors of the father's maternal attitude toward improving peer competence as well as the self-efficacy in terms of infant development.

• Journal of Korean Physical Therapy Science
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• v.30 no.3
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• pp.91-104
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• 2023

Background: The purpose of this study is to investigate whether peer attachment serves as a positive emotional resource for children who have experienced school violence and cyber violence victimization. In addition, we aim to present alternative programs to reduce school violence and promote positive peer attachment among children. Design: We utilized data from the 13th year(2020) of the Panel Study on Korean Children for this study. Methods: The survey was conducted through a questionnaire administered by surveyors, and the total number of cases was 1,357. Results: First, the effects of school violence and cyber violence victimization experiences were confirmed. Second, it can be inferred that children with isolation in peer relationships may ultimately be more vulnerable to cyber violence victimization, as their interactions in cyberspace may also be undermined, highlighting the potential impact of social relationships on cyber violence victimization. Third, it can be observed that children with high levels of peer attachment are emotionally stable, even when exposed to school violence and cyberviolence victimization, which may enable them to regulate the degree of victimization they experience. Conclusion: School violence experience and cyber violence experience interact with each other, and in this relationship, positive peer attachment is a positive resource. Therefore, it emphasizes the importance of the relationship between friends in preventing and overcoming school violence and provides suggestions for solutions based on this understanding.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.1-15
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• 2010

The purpose of this study was to analyze the teacher-child relationship as it is self-conceived by teachers in regards to children's peer-competence and self-regulation and to also examine how the teacher-child relationship affects peer-competence and self-regulation. 17 teachers were surveyed using the Student-Teacher Relationship Scale, Peer-Competence Scale and Self-Regulation Scale in regard to approximately 270 children (aged 4-5 years old). Our results indicated that the pro-sociality, sociality, and leadership qualities of child peer-competence correlated positively with the friendliness of teacher-child relationships but correlated negatively in cases of conflicts within the teacher-child relationship. The factors of self-appraisal, self-determination and behavior inhibition of child self-regulation were found to be positively related with the friendliness of teacher-child relation but related negatively with presence of the conflict within the teacher-child relationship. It was also found that sociable and self-determinative children tended to be on more friendly terms with teachers.

• Journal of the Korean Home Economics Association
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• v.42 no.11
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• pp.1-15
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• 2004

This study examined the interaction between children's peer experiences and familial support in relation to their psychosocial adjustment(self-esteem and lonelitness). Peer experiences were examined in terms of children's perceptions of peer acceptance and the reciprocity of best friendship. The subjects were 2754th or 5th graders residing in Seoul. It was found that the interaction between children's perceptions of peer acceptance and familial support, and that between the reciprocity of bort friendship and familial support were both significant predictors of children's loneliness whereas only the former was a significant predictor of children's self-esteem. The study results suggest that children's experiences from one type of interpersonal relationship should be examined in conjunction with their experiences in other types of relationships in order to better understand the psychosocial domains of child development.

• Journal of Families and Better Life
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• v.22 no.4
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• pp.115-126
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• 2004

The purpose of this study was to examine the relationships among parents' marital conflict perceived by school-aged children, children's aggression, and peer harassment six hundred thirty seven 5th and 6th graders (306 girls and 331 boys) participated in this study. Each participant completed a children's perception of parental conflict scale, a children's aggression scale, and a peer harassment scale. Major findings of this study are as follows: 1) In terms of physical harassment, boys were bullied and victimized more than girls. 2) Children's aggression was positively related to the physical and relational peer harassment. Parents' marital conflict was positively related to children's aggression. There was a statistically significant relationship between parents marital conflict and physical and relational peer harassment. 3) Parents' marital conflict and children's aggression influenced physical and relational harassment for both boys and girls.

• Journal of the Korean Home Economics Association
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• v.40 no.1
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• pp.113-124
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• 2002

This study examined the relationships of children's peer competence with maternal parenting styles and children's emotion regulation. Thirty boys and thirty-one girls in 3 to 6 years of age and their mothers participated. Mothers responded to Parental Acceptance-Rejection Questionnaire(Hwang, 1997), and teachers rutted each child using Peer Competence Scale(Park & Rhee, 2001) and Emotional Intelligence Scale(Lee, 1997). Mothers'acceptive parenting style and children's abilities to regulate emotion were positively related to children's peer competence. Children's emotion regulation rather than mothers' parenting styles predicted peer competence.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.163-175
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• 1997

This study examined sex and grade difference in perceived peer relations and the relationship between children's social competence and perceived peer relations. The subjects were 365 children and their mothers. Instruments were the Children's Social Competence Questionnaire (Lee, 1993) and the modified version the of Social Network of Relationships Inventory (Han, 1996). Data were analysed by F-test, Pearson's correlations, and multiple regression analysis. Perceived peer relations differed by sex and grade in some sub-domains. The social support, intimacy, and companionship of perceived peer relations were positively associated with social competence. The social support of perceived peer relations was the most influential factor affecting children's social competence.

• Journal of Korean Academy of Nursing
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• v.34 no.1
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• pp.45-52
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• 2004

Purpose: This study was performed to identify the influencing factors on alienation among high school students. Method: Data was collected by questionnaires from 550 students of academic and vocational high schools in G city. The data was analyzed using descriptive statistics, pearson correlation coefficients, and stepwise multiple regression. Result: The scores of alienation among students in financially lower middle class and lower class were higher than those of the upper middle class students, resulting in significant differences(F=6.87, p=.00). A sense of alienation showed a significantly negative correlation with the scores of responding parenting style(r=-.32), family cohesion(r=-.33), school attachment(r=-.51), academic performance(r=-.34), peer relationships(r=-.38), self-control(r=-.43), and social skills(r=-.33). The most powerful predictor of alienation among high school students was school attachment and the variance explained was 26%. A combination of school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance account for 40% of the variance in alienation among high school students. Conclusion: This study suggests that school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance are significant influencing factors on alienation in high school students. Therefore, nursing strategy is needed to manage these revealed factors.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.147-167
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• 2013

This study aimed to analyze the relative effects of parents' child-rearing attitudes and the quality of peer and teacher relationships on poor adolescents' self-resilience and self-esteem. The subjects were 639 1st grade middle school students from the firstly poor, the secondary poor, and the thirdly poor families who participated in the Korea Child Youth Panel Surveys(KCYPS). The data were analyzed with descriptive statistics and hierarchical regressions. The results of this study were as follows. Firstly, the poor adolescents' self-resilience were influenced by the quality of peer relationships, parents' child-rearing attitudes, and the quality of teacher relationships in order and the specific variables enhancing adolescents' self-resilience were communication between adolescents and peers, trust with peers, parents' love, reasonable explanation, supervision, and teacher-adolescents' friendly relationships. Secondly, the poor adolescents' self-esteem were influenced by parents' child-rearing attitudes, the quality of peer relationships, and the quality of teacher relationships in order and the specific variables enhancing adolescents' self-esteem were parents' love, supervision, inconsistency, senses of non-alienation among peers, communication between adolescents and peers, trust with peers, and teacher-adolescents' friendly relationships. Finally, the future directions of education welfare programs targeting poor adolescents were suggested on the basis of the results.