• The Journal of Asian Finance, Economics and Business
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• 제8권5호
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• pp.403-411
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• 2021

This paper discusses the relationship between debt literacy, peer-to-peer lending, and over-indebtedness in Indonesia. It is essential because the number of loans on this platform continues to increase, both legal and illegal. Data was collected online in collaboration with commercial market research firms, JajakPendapat.net. Debt literacy and over-indebtedness were measured by self-assessment with questions from Lusardi and Tufano (2009a). Questions for debt literacy are about interest compounding, debt interest, and the application of time value of money in payment options. The question for over-indebtedness is about the amount of debt and the conditions resulting from that debt. By using descriptive methods, it is clear that the majority of respondents, both borrowers and non-peer-to-peer lending borrowers are debt illiterate, and those who have poor debt literacy have huge debt. Overall, only 1.85% of the respondents were debt literate. Those who live on the island of Java have better literacy because they are the center of economic growth in Indonesia. Debt from peer-to-peer (P2P) lending also has the potential to create problems, namely over-indebtedness. P2P lending borrowers also have very poor debt literacy. However, there is no difference in debt literacy between P2P lending borrowers and non-P2P lending borrowers.

• 아동학회지
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• 제31권2호
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• pp.229-242
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• 2010

This study sought to examine the effects of child-parent attachment and its concordance with children's peer status. The subjects were 110 5-6 year old kindergarteners (48 boys & 62 girls) and they were asked to respond to the Attachment Story Completion Task by Bretherton & Cassidy (1990) and the peer rating scale by Asher, Singleton, Tinsley & Hymel (1979). Our results indicate that the secure mother-child and father-child attachment groups had higher peer status than the insecure attachment groups. The insecure-avoidant groups had the lowest peer status. Young children who were securely attached to both parents and at least one parent had higher peer status than who were found to be insecurely attached to both parents. The implications for parent education for enhancing peer relations were also discussed.

• 아동학회지
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• 제17권2호
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• pp.33-45
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• 1996

The relationship of shyness, interpersonal adjustment, and peer acceptance to loneliness in children was examined in a sample of 279 fifth and sixth graders (135 boys and 144 girls) and their teachers. Loneliness and shyness were rated by children themselves and interpersonal adjustment and peer acceptance by their teachers. Shyness and interpersonal adjustment were found to be predictive of peer acceptance, in which interpersonal adjustment had a greater effect than shyness. Shyness and peer acceptance were found to be predictive of loneliness, in which shyness had a greater effect than peer acceptance. Shyness appeared to have a direct impact on loneliness, whereas for interpersonal adjustment, the relation to loneliness was mediated by peer acceptance. The more shyness and the less interpersonal adjustment they have, the less peer acceptance they have, which results in more loneliness. More attention and research are needed for shyness as well as loneliness in the area of social development of children.

• 한국정보과학회:학술대회논문집
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• 한국정보과학회 2003년도 봄 학술발표논문집 Vol.30 No.1 (C)
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• pp.118-120
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• 2003

유무선 인터넷 기술의 발달로 인해, 네트워크 전반에 걸쳐 산재해 있는 개인 정보에 대한 공유 및 교환에 대한 요구가 점차로 증가하고 있다. 본 논문에서는 이동에이전트 기반의 peer-to-peer(P2P) 네트워킹을 위한 새로운 기법이 설계되고 구현된다. 설계된 시스템은 이동에이전트를 사용함으로써, 냅스터 및 그 누텔라로 대표되는 기존의 혼합형 P2P와 순수형 P2P에서 발생하는 문제점들을 보완시킨 새로운 기법이며, 혼합형과 순수형 모두에 적용이 가능하다. 또한 분산 정보 공유 및 교환을 위한 응용 개발의 용이함을 위해 다양한 고급의 AH들을 제공하고 있다.

• 한국학교수학회논문집
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• 제18권3호
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• pp.281-309
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• 2015

본 연구는 또래교수 학습법을 활용한 수학 교수학습과정에서 집단별로 수학 성적이 다른 또래학습자의 3개의 집단에서 각 담론의 공통점과 차이점을 분석하여 이 학습법을 활용하고자 하는 교수자에게 교수학적 시사점을 제공하고자 한다. 이러한 목적 달성을 위해 수학 성적 최상(A) 상(B) 중(C) 하(D)위 집단에서 연구 참여자를 각각 한명씩 선정하여 수학 학업 성취도가 가장 높은 학생이 또래교수자가 되고, 나머지 3명의 학생들이 또래학습자가 되어 A-B, A-C, A-D의 3개의 집단을 구성하였다. A-B, A-C, A-D의 각 집단별 의사소통을 통해 자신의 생각을 설명하는 기회를 가지도록 하였으며, 이를 촬영한 비디오 자료와 사전 사후 활동지를 분석한 질적 사례 연구를 실시하였다. 담론 전사본과 활동지를 열 네개의 문제에 대하여 구조화된 자료를 비교 대조하여 세 집단에서 보이는 공통점과 차이점에 대하여 분석하였다. 본 연구는 또래교수자에게 또래교수 학습법이 어떤 도움을 주고 있는지에 대한 구체적인 장면을 제시하고 있으며, 또래학습자의 성적 차이가 집단 별로 다를 때 수학적 담론의 특징이 다양하게 나타나는 것을 보여준다. 따라서 또래교수의 집단 구성을 할 때 성적의 차이를 고려하여 구성할 필요가 있음을 제안하여 또래교수의 집단 구성 방법에 실질적인 도움을 줄 수 있을 것으로 기대한다.

• 아동학회지
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• 제16권1호
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• pp.147-165
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• 1995

The purpose of this study was to examine the entry behaviors of kindergarten children into peer dyads and the responses of the peer dyads in relation to the sex and sociometric status of the entering child. The subjects were 46 triads(138 children). Each triad consisted of two children of average peer status and one child of high/low peer status, identified by the Peer Rating Scale. The two children of the average peer status were placed in a small laboratory and were given a game to play. After the game had started, the child of high/low peer status entered into the laboratory. The behaviors of the entering child and the responses of the peer dyads were videotaped for 6 minutes. The data were analyzed by sex(2)${\times}$sociometric status (2) ANOVAs and ${\chi}^2$-tests. The results were as follows: (1)Popular children showed more group-oriented statements and fewer waiting behaviors than non-popular children. (2)Popular children elicited more positive responses and were less ignored than non-popular children. (3)The peer group responded positively to the entering child's helping, agreeing, and giving group-oriented statements, and neglected the entering child's waiting behaviors.

• 한국생활과학회지
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• 제22권3호
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• pp.391-404
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• 2013

This study examined the moderating role of teacher-child relationship on the relation between children's problem behavior and peer victimization. Participants were 198 children(97 boys, 101 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed the rating scales to measure the children's peer victimization, problem behavior and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's problem behavior had positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' withdrawal behavior and teacher-child closeness predicted boy's peer victimization. Boys' withdrawal behavior, whose teachers demonstrated the lowest level of teacher-child closeness, associated significantly with their peer victimization. Boys' withdrawal and aggressive behavior had significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Findings suggested the importance of teacher-child relationship in the context of intervention planning for peer victimization.

• 대한가정학회지
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• 제48권6호
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• pp.17-30
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• 2010

The purpose of this study was to investigate the effects of young children's temperament, emotional intelligence, social behavior and mother's personality traits, and management strategy of peer relations on peer acceptance. Subjects were 412 5-years-old children and their mothers in Busan. The children responded to the Peer Nomination Inventory to assess peer acceptance and their teachers completed the EAS(Emotionality, Activity, Sociability), to assess the emotional intelligence and social behavior of the children. Mothers completed Eysenck Personality Questionnaire for personality traits and the Parental Involvement Checklist. Data was analyzed with descriptive statistics, Pearson's correlation, and simple and multiple regression analyses. The results showed that emotional intelligence of young children had a relatively significant effect on peer acceptance, followed by personality traits of mother's extraversion, the temperament of activity, and the management strategy of mediation-supervision. In conclusion, young children and their mother's variables have a complex, rather than simple, effect on peer acceptance of the children.

• 한국콘텐츠학회논문지
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• 제16권7호
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• pp.700-708
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• 2016

본 연구는 또래상담 프로그램이 아동의 교우관계에 어떠한 영향을 미치는지 살펴보고자 하였다. 연구대상은 전북 K시에 위치한 A초등학교 4학년 아동으로 안내문을 통해 프로그램 참여의사를 밝힌 아동 26명(남 14명, 여12)을 실험집단으로 선정하였으며, 아동 28명(남15명, 여 13명)을 통제집단으로 선정하였다. 프로그램을 실시하기 전 실험집단과 통제집단이 동질한 집단임을 확인하였다. 2014년 4월부터 2014년 6월까지 실험집단에게 또래상담(주 1회, 60분, 총 10회기)을 실시하고 효과를 검증하기 위하여 사전과 사후에 교우관계 질문지를 실시하였다. 자료 분석을 위해 SPSS 18.0을 활용하여 집단 내 사전과 사후를 비교하고 얻어진 결과는 다음과 같다. 또래상담을 실시한 실험집단의 교우관계는 유의미하게 향상되었다. 하지만 통제집단의 사전과 사후 비교에서는 유의미한 차이가 나타나지 않았다. 따라서 본 연구의 또래상담이 아동의 교우관계에 긍정적인 영향을 미치는 것을 살펴볼 수 있었다.

• 가정과삶의질연구
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• 제18권1호
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• pp.153-166
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• 2000

The relations between friendships peer aggression and victimization by peers were examined with a sample of 426 second-grade junior high school students(210 boys and 216 girls) Data were collected using questionnaires regarding friendship(number of friends and presence of a best friend) peer aggression and victimization by peers. The number of friends was significantly related to peer aggression both in boys and girls indicating that the more friends they had the less peer aggression they showed. Peer aggression didn't vary as a function of the presence of a best friend. The number of friends was also significantly related to victimization both in boys and girls. The more friends they had the less victimization they experienced. Victimization varied as a function of the presence of a best friend only in adolescent boys in which those having a best friend were rated by peers to experience less victimization, Victimization was related to peer aggression both in boys and girls. T e more victimization they experienced the more peer aggression they showed.