• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.47-68
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• 2014

The purpose of this study was to investigate how children's temperament and relationships with teachers affect their peer interaction. For this purpose, two surveys were conducted on mothers and teachers of 326 four- and five-year-old children attending four kindergartens in Gyeonggi Province. The data were analyzed by using PASW 18.0 to carry out hierarchical regression and post hocanalyses. The results showed that closeness to teachers moderated the effects of children's emotionality on their positive peer interaction. On the other hand, children's temperaments including emotionality and activity, and their relationship with teachers were directly influential on their negative peer interaction; no interaction effect was found between their temperament and relationships with teachers. It was concluded that the quality of teacher-child relationships could promote children's positive peer interaction while it could also reduce their negative interaction with peers. However, the temperament of children played limited roles in their negative peer interaction.

• Journal of Engineering Education Research
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• v.19 no.5
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• pp.3-12
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• 2016

This paper aims to apply two ways of student evaluation, i.e. peer- and self-evaluation to TBL(team based learning) class and to explore the difference between two evaluations by gender and grade as well as their relationships, and finally to provide an explanation for the improvement of evaluation ways in TBL class. There has been much research about TBL and its related factors. However, according to the examination of both domestic and overseas researches concerning the application of peer- and self-evaluation to TBL class, few studies have focused on them in terms of the engineering curriculum. This study was conducted with 251 engineering students at P University, and peer- and self-evaluation in TBL class have been measured. Our findings show that firstly, there were significant grade differences in self-evaluation of engineering students. Second, there were no significant gender and grade differences in peer-evaluation. Third, we found a significant correlation between the two factors, self- and peer-evaluation. Also there was a significant correlation among variables of subcategories. Based on these findings, it is expected to provide an explanation for the application of peer- and self-evaluation in TBL class and will be useful for the improvement plans of the related courses in engineering school.

• Korean Journal of Social Welfare Studies
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• v.47 no.3
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• pp.251-277
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• 2016

The purpose of this study was to examine the effects of adolescents' mobile phone dependency on depression and aggression and to identify mediating effects of parenting attitudes and peer relationships. This study used data from the 4th and 5th waves of 2010 KCYPS (Korean Children and Youth Panel Survey). Structural Equation Model(SEM) was conducted to examine the mediating effects of parenting attitudes and peer relationships. The results showed that adolescents' mobile phone dependency had positive effects on depression and aggression. In addition, the relationship between adolescents' mobile phone dependency and depression was partially mediated by parenting attitudes and peer relationships. The relationship between adolescents' mobile phone dependency and aggression was also partially mediated by parenting attitudes and peer relationships. Based on these findings, further suggestions are provided to reduce adolescents' depression and aggression by decreasing mobile phone dependency and improving parenting attitudes and peer relationships.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.205-223
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• 2004

This study examined the relationships between children's perceptions of mothers' psychological control, and children's behavior problems(depression, anxiety, withdrawal, and aggression). In order to expand the study on the relationships, special attention was given to the possible moderator effects of children's sex and peer acceptance on the relationships. The subjects were 272 6th graders residing in Seoul. It was found that children's perceptions of mothers' psychological control was significantly related with the levels of children's depression, anxiety, withdrawal, and aggression. The results indicated that mothers' higher psychological control was related to higher levels of children's depression, anxiety, withdrawal, and aggression. No significant sex difference was found in the relationship between children's perceptions of mothers' psychological control and children's behavior problems although all of the correlations between mothers' psychological control and each of the behavior problem variables were somewhat higher among boys than among girls. Children's perceptions of peer acceptance were found to be a significant moderator of the relationship between mothers' psychological control and children's depression, and of the relationship between mothers' psychological control and children's aggression. These findings indicated that peer acceptance could function as a protecting factor for children who perceive their mothers to be psychologically controlling.

• Korean Journal of Child Studies
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• v.31 no.5
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• pp.131-149
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• 2010

The purpose of this study was to examine research trends in articles of preschooler peer relationships carried in domestic academic journals. This was done in an attempt to suggest alternative directions for peer relationship studies in the early childhood education sector and lay the foundation for future studies. 131 articles that appeared in seven domestic academic journals related to early childhood education were selected and analyzed in order to better understand the general trends in the filed and the specific trends in terms of their content and methods. Our results indicate that the observation method was most common in the quantitative studies, and participant observation was most prevailent among qualitative studies. As for instrumentation, international instruments were most widely utilized, and the most dominant analysis method was descriptive statistics. In terms of reliability, internal consistency was checked most often, however, the majority of the studies failed to provide any information on validity and post-hoc analysis.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.29 no.1
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• pp.14-25
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• 2018

Objectives: The aim of this study was to evaluate the effect of a school-based social skills training program on peer relationships in children and adolescents and to assess the plan for effective school-based mental health services. Methods: The Child and Adolescent Mental Health Promotion Team of Bugok National Hospital conducted 7-sessioned school-based social skills training for elementary and middle school students (n=90). Changes in peer relationships were evaluated before and after application of the program using a name generator question. Results: The social skills training program increased peer relations, indicating significant changes in social network indices. Conclusion: The social skills training program positively influenced peer relationships. The school-based social skills training program can be expected to have positive effects on school-based mental health services. Future investigation is needed to validate the long term effects of this program.

• Korean Journal of Human Ecology
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• v.22 no.5
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• pp.433-445
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• 2013

The purpose of this study was to investigate the effects of children's temperament, parent-child communication, peer relationships on children's cognitive and affective happiness. The participants consisted of 396 elementary school students aged 10-13 dwelling in Jeonbuk province. Data was analyzed through descriptive statistics, t-test, regression analysis using the SPSS 18.0 program. The most salient results from this study were as follows: first, there were statistically significant differences in the children's happiness according to academic performance and family's economic level; children who considered themselves to have good grades and to have a higher standard of living were happier than other groups. However, there was no significant difference in children's happiness in relation to gender. Second, children's temperament(sociability, activity), parent-child open communication and peer relationships were positively associated with the children's cognitive and affective happiness. Children's emotional temperament, parent-child problem communication were negatively associated with the children's cognitive and affective happiness. Third, as the results of regression analysis, parent-child open communication, children's temperament(activity, sociability), peer relationships were considered to be the most influential factors in explaining cognitive happiness. And parent-child open communication, parent-child problem communication, children's temperament(activity) were influential factors in explaining affective happiness. In conclusion, children's happiness is critically affected not only by internal variables but also environmental ones such as parents and peers.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.299-320
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• 2013

This research aims to develop and evaulate the effectiveness a group theraplay program for teachers than can boost full-day kindergarteners' ego resilence, peer competence and teacher-child relationships. A total of 14 children attending a full-day kindergarten located in Seoul were the subjects of this study. The experimental group consisted of 7 children exposed to 10 sessions of group theraplay for 50 minutes per session, held twice a week. The control group consisted of 7 children who did not receive any treatment. The teacher evaluated ego resilience, children's peer competence and student-teacher relationships to investigate two group's behavioral changes. Data analysis was done by performing the non-parametric Mann-Whitney test and Wilcoxon test after classifying and evaluating pre- and post-examinations of each group. The results of this research are as follows : The group theraplay program was found to be effective based on the study results of improving ego resilience and peer competence among full-day kindergartners and strengthening teacher-child relationships.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.49-68
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• 2011

This study examined if any differences exist of young children's physical and relational aggression as affected by aggression levels, teacher-child and peer relationship, age, and gender. Furthermore, the extent of physical or relational aggression of the young children influencing teacher-child relationships is also examined. In this study, two hundred and fifty children aged three to ten and fifty-two teachers were targeted. They responded on questionnaires in regard to aggression, teacher-child relationships, and peer relationship. The findings are as follows: First, in terms of child aggression according to his/her age, it has been shown that physical aggression is primarily present in the age of four. Second, concerning gender, boys are found to be high in levels of both relational and physical aggression. Third, the data shows that in the relationship between the child's aggression and teacher-child relationship, the higher the child's aggression, the lower the intimacy of relationship between child and teacher and the higher the dependence and conflict in the relationship of teacher and child. Fourth, in the examination of relationships between a child's aggression and peer influence, higher levels of relational and physical aggression correlate with higher aggressive, hyperactive, and anti-social behaviors. In addition, the higher the age and relational aggression, the higher the pro-social behaviors that occur. Pedagogical implications and suggestions are put forth in the areas of improving relationships between children and teachers, how teachers can assist young learner development, and techniques to improve peer relationships and reduce its difficulties.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.17-32
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• 2001

The purpose of this study was to explore the developmental patterns of self-concept of pre-adolescents and adolescents by using the longitudinal data originated by the Korean Institute for Research in the Behavioral Sciences (KIRBS). Specifically, using Structural Equation Modeling (SEM), the effects of parents and peer groups on the stability and change of self-concept were examined across a 9-year-period. The subjects were 62 children(29 boys and 33 girls) from the KIRBS longitudinal data. The results showed that, peer relationships revealed consistent effects on children's self-concept from pre-adolescence to mid-adolescence. In particular, this influence was most evident at 7 years of age and at 16 years of age. However, parental influence was almost non-existent for 7-year-olds, equivalent to peer relationships for 10-year-olds, and decreased for 16-year-olds. On the whole, parental and peer influence on self-concept gradually decrease in adolescence. Nevertheless, parental and peer influence continue to maintain a certain level of influence from childhood to adolescence. This study provides an understanding of developmental change and stability in the self-concept of Korean adolescents.