• Korean Journal of Human Ecology
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• v.11 no.2
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• pp.123-134
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• 2002

This study was designed to examine the relationships between three distinct dimensions of teacher-child relationship(closeness, conflict, and dependency) and various aspects of children's social competence. The subjects were 101 children at their ages of five to six years old (56 keys, 45 girls) in Jeonju city. The data were collected through preschool teachers by using self-administered questionnaire method. The results showed that teacher-child relationship was significantly associated with their social competence in preschool. Specifically, closeness in children's relationship with their teachers was fouled to be strongly correlated with children's social competence, white conflict between children and their teachers was negatively related with children's social competence. Finally, children's dependency on their Coachers was associated with children's problem behaviors.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.19-36
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• 2015

This study examined the effects of young children's effortful control, maternal parenting and teacher-child closeness relationship on young children's leadership. The subjects of this study were 266, 4-5 year old children and their mothers and teachers. Young children's effortful control, maternal parenting, teacher-child relationship and leadership were assessed by mother's and teacher's report. The collected data were analyzed by means of Pearson's correlation and pathway analysis. The results were as follows: first, teacher-child closeness relationship was found to affect young children's leadership directly and indirectly through young children's effortful control. Second, maternal parenting was found to affect young children's leadership indirectly through young children's effortful control. Third, young children's effortful control was found to affect leadership directly and to have a mediating effect between maternal parenting and young children's leadership, and between teacher-child closeness relationship and young children's leadership. Additionally teacher-child closeness relationship was found to be the most important variable predicting young children's leadership. These findings suggest that teacher-child closeness relationship could be the most important means by which we could improve both young children's effortful control and leadership.

• Journal of Distribution Science
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• v.18 no.3
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• pp.25-36
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• 2020

Purpose: Based on previous researches on social factors of digital item purchase in digital contents distribution platforms such as SNS, we aim to develop the integrated model that accounts for the dynamic and interactive relationship between social structure indicators and digital item purchase. Research design, data and methodology: A PVAR model was used to capture endogenous and dynamic relationships between digital item purchase and network indicators. Results: We find that there exist considerable endogenous and dynamic relationships between digital item purchase and network structure variables. Not only lagged in-degree and out-degree but also in-closeness and out-closeness centrality have significant and positive impacts on digital item purchase. Lagged clustering has a significant and negative effect on digital item purchase. Lagged purchase has a significant and positive impact just on the present in-closeness and out-closeness centrality; but there is no significant effect of lagged purchase on the other two degree variables and clustering coefficient. We also find that both closeness centralities have much higher carryover effect on digital item purchase and that the elasticity of both closeness centralities on the purchase of digital items is even higher than that of other network structure variables. Conclusions: In-closeness and out-closeness are the most influential factors among social structure variables of this study on digital item purchase.

• Journal of the Korea Society of Computer and Information
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• v.15 no.2
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• pp.189-197
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• 2010

This study positively analysed the effects of service qualities of workers in integrated social welfare facilities on their working attitudes, targeting those who work for the welfare facilities. It identified the effects of service qualities such as tangibility, reliability, responsiveness, assurance, and sympathy on relationship factors such as relationship closeness through customization, organizational immersion and job satisfaction and presents suggestions to improve working attitudes of the workers. The results of the study are presented as follows: Reliability, responsiveness and assurance, service qualities of the workers, had effects on working attitudes. Relationship closeness through customization had an effect on organizational immersion and job satisfaction. Therefore, reliability, responsiveness and assurance that had effects on working attitudes of the workers were very significant factors and relationship closeness through customization were significant factors to improve working attitudes of the workers. This study presents political suggestions on the relations between service qualities of the workers in the welfare facilities and their working attitudes as alternatives.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.167-183
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• 2011

This study examined whether any relationship exists between teachers' and children's perceptions of the teacher-child relationship and how factors such as the child's self-regulation and stress, and the teacher's self-efficacy and stress affect the teacher-child relationship. The participants for this study consisted of 101 kindergarteners and 17 teachers. Most of the children (88%) and teachers (88%) perceived teacher-child closeness. On the other hand, 22% of children and 11% of teachers perceived teacher-child conflict. The child's self-regulation affected both children's and teachers' perceptions of teacher-child closeness and conflict. The teacher's self-efficacy affected both children's and teachers' perceptions of teacher-child closeness. It also affected teachers' perceptions of teacher-child conflict. The child's and teacher's stress affected both children's and teachers' perceptions of teacher-child conflict. These findings were discussed with respect to implications for the classroom and future research.

• Journal of the Korea Society of Computer and Information
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• v.21 no.5
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• pp.149-160
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• 2016

The purpose of this paper is to examine the relationship between the social interactions on the social network and the purchase intention. And the trust propensity of a trustor, the ability of a trustee, and the sincerity of a trustee are selected as the antecedents of social interactions. This paper also examines the effect of type of product as a moderating variable. The result of this paper reveals that social interactions(in terms of closeness, familiarity, and interpersonal trust) have a positive(+) effect on the purchase intention. The more social interactions, the more trustors have intentions to purchase the recommended products by trustees. In addition, the study reveals that the trust propensity of a trustor and the ability of a trustee directly and indirectly influenced on the intention to purchase the recommended product. The findings also suggest that the trust propensity of a trustor and the ability of a trustee have an effect on the closeness, familiarity, and interpersonal trust resulting from social interactions.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.19-33
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• 2007

This study examined the effects of closeness of peer relationships on intersubjectivity in young children's joint story making of wordless picture books. The joint story making activity of 32 five-year-old children was videotaped and transcribed, and the structure and negotiation types of interaction were examined by Goncu's (1993a) measure of intersubjectivity. Results showed (1) closeness of peer relationship was related to the structure of intersubjectivity children working with very close peers exhibited more turns. (2) Children working with very close peers used more extension and acceptance negotiation types, whereas the children working with non-close peers used more building-on of own ideas and irrelevant acts of negotiation.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.332-343
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• 2017

This study examined the impact of interaction between dispositional empathic concern (DEC) and message framing on effects of the international aid campaign. DEC refers to a trait with which people tend to sympathize with and be concerned about others in need. Message framing is differentiated by positive or negative type. The results supported the prediction that the interaction between DEC and framing would have an effect on responses to messages advocating international relief activities. The overall findings show that the interaction was mainly the result of positive framing eliciting more favorable responses (behavioral intention and perceived relationship closeness) from higher DEC individuals than lower ones. The interaction effect on behavioral interaction was mediated by perceived relationship closeness.

• Human Ecology Research
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• v.54 no.3
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• pp.321-332
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• 2016

This study clarified the maintenance of relationship between children and teachers based on longitudinal data and explored the latent classes. It clarified the latent classes connection with the children's peer play interaction. The subjects of this study were 194 children (aged 3) who attended 11 different kindergartens and daycare centers. We collected data three times (once every 6 months) until they reached age 4. The results of this study were: first, closeness, conflict, and dependence of child-teacher relationship that showed a continuous short-term connection. Second, we classified the child-teacher relationship into three groups according to longitudinal data. Those groups were, 'low level maintenance group' which had the lowest conflict and dependence compared to the highest closeness with teacher, 'middle level maintenance group' which had the teacher relationship in the middle level of the sub element area, and 'high level maintenance group' which showed high conflict and dependence compared to low closeness with the teacher. Third, the group which maintains a longitudinal high conflict.dependence showed more interruption and disruption behavior than the group which maintained a low conflict and dependence. In conclusion, the child-teacher relationship seemed to be the steady characteristic because it showed the early formation of a stable relationship. It was possible to predict the child's peer interaction through an early child-teacher relationship. Teachers need to be educated by the kindergarten and daily care center because the early formation of a child-teacher relationship can be the foundation of child's later peer and teacher relationships.

• Korean Journal of Human Ecology
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• v.22 no.3
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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.