• Title, Summary, Keyword: Peer Relationship

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An Effect of Peer Counselor's Mentor Activity on Rejected Children's Peer Relationship in Elementary School (또래상담자의 멘토활동이 초등학교 배척아동의 또래관계에 미치는 효과)

  • Jeong, Mi-Hye;Kim, Hong-Hun
    • The Korean Journal of Elementary Counseling
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    • v.7 no.1
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    • pp.185-203
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    • 2008
  • This study aimed at examining an effect of peer counselor's mentor activity on rejected children's peer relationship in elementary school. To achieve this goal, the following hypothesis was made. Hypothesis I : Peer counselor's mentor activity will improve rejected children's peer relationship. I -1 : Peer counselor's mentor activity will improve rejected children's trust to peer. I -2 : Peer counselor's mentor activity will improve rejected children's respect to peer. To test the hypothesis, after sociometry papers 19 fifth-graders for rejected children groups were selected from four classes at H elementary school in Busan according to Coie & Dodge's(1988) five classified system that is modified to Korean situation by Ahn ie-hwan(2006). Ten rejected students from two classes were labeled as a peer group with a peer counselor and nine rejected students who had similar characteristics from two classes were labeled as an non-peer group without a peer counselor. The peer counselors were decided by obtaining affirmative mentions of rejected students group. Peer counselors participated in the training of peer counselor's skill program and then they had a person to person mentor activity with the rejected children's group that they belonging to. The training consisting of a total of four sessions, 3 times a week, was provided to peer counselors eleven times after school. The peer counselors given the peer counselling training did person to person mentor activity with the peer group's rejected children for a month. The mentor activity, three times a week, following during training was reinforced after school. For peer counselor training, the elementary school children's peer counseling program developed by Lee Sang-hi, Roh Seong-deok and Lee Ji-eun(2001) was used. Hong Ok-soon's(1984) peer relationship test, Moreno's(1934) sociometry tool were used to verify an effect of the peer counselor's mentor activity. For the data analysis, quantitative analysis with sociometry tool and qualitative analysis with social status and social type change were used. To know the difference in pre test and post test peer relationship between experimental group and control group, in quantitative analysis, ANCOVA result was used and qualitative analysis, social status and social type was used. The finding was as followings. First, after peer counselor's mentor activity, there was a significant improvement in rejected children's trust and respect to peer and the whole relationship from the pretest to the post test. Second, peer counselor's mentor activity gave rise to affirmative changes on rejected children's social status and social type. This study concluded that peer counselor's mentor activity would help rejected children's peer relationship to change affirmatively and improve.

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The Moderating Effect of Teacher-Child Relationship on the Relation between Problem Behavior and Peer Victimization (유아의 문제행동과 또래괴롭힘 피해의 관계에 대한 교사-유아 관계의 조절효과)

  • Kwon, Yeon Hee
    • 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.

The Relationship among Child's Language Ability, Emotional Regulation and Peer Victimization: The Moderating and Mediating Role of Teacher-Child Conflict Relationship (유아의 언어능력, 정서조절이 또래괴롭힘 피해에 미치는 영향: 교사-유아 갈등 관계의 조절 및 매개 효과)

  • LEE, Won-Mi;KWON, Yeon-Hee
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.5
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    • pp.1252-1264
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    • 2015
  • This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

The Influence of Attachment with Mother on Self-Concept, Peer Relationship and School Adjustment in Korean-Chinese School Age Children (중국 조선족 아동의 어머니와의 애착이 자아개념, 또래관계 및 학교생활 적응에 미치는 영향)

  • Lee, Sa-Rah;Park, Hye-Won
    • Journal of the Korean Home Economics Association
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    • v.43 no.9
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    • pp.109-127
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    • 2005
  • The present study examined the relationships among maternal attachment, self-concept, peer relationship, and school adjustment. The subjects were 293 Korean-Chinese elementary school students living in Yanji and Shenyang, China. The Inventory of Parent and Peer Attachment (Armsden & Greenberg, 1987), Social Competence Inventory(Doh & Falbo, 1999), and Self-Perception Profile for Adolesents(Harter, 1988) were used to measure the subjects' maternal attachment, and peer relationship, school adjustment, and self-concept, respectively. When structural equation modeling was applied, the results supported not only the model that maternal attachment and self-concept exert an influence on peer relationship, but also the model that they exert an influence on school adjustment. The results of this study suggest that the secure maternal attachment of Korean-Chinese works as an important mechanism that explains their peer relationship and adjustment at elementary school.

The Role of Maternal Interpersonal Relation Satisfaction in the Relationship between Conflicted Teacher-Child Relationship and Negative Peer Interaction Quality in Young Children

  • Chung, Kai-Sook;Kim, Mina
    • International Journal of Human Ecology
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    • v.15 no.1
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    • pp.12-22
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    • 2014
  • The effects of conflicted teacher-child relation on conflicted or passive peer interaction and a moderation effect of mothers' interpersonal relation satisfaction on the associations were assessed. Children from 2- to 6-year-olds (184 girls, 185 boys) mostly from middle socioeconomic-status urban community in Korea and their teachers and mothers participated. Conflicted teacher-child relation predicted conflicted peer interaction but not passive peer interaction. Children, whose relationship with teachers were conflicted, engaged in conflicted play with peers more often than children who were in less conflicted relationship with the teachers. Teachers who were in conflicted relationship with the children, perceived the children having conflicted interaction with peers more often, if mothers of the children were less satisfying in relationship with significant others, especially boys. Children, whose mothers are in less satisfying interpersonal relation with others, were more passive in peer interaction than children whose mothers are in more satisfying interpersonal relationship.

Effects of Peer Relationship Skills on Alternative School Students' School Adjustment (대안학교학생들의 학교적응에 영향을 미치는 변인연구: 또래관계기술을 중심으로)

  • Ko, Ok Ran;Lee, Jeonghwa
    • The Korean Journal of Community Living Science
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    • v.25 no.3
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    • pp.289-301
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    • 2014
  • Recent years have witnessed an increasing number of alternative school students in Korea. However, few studies have empirically examined these students' school adjustment and peer relationship skills. To address this gap in the literature, this study examines the effects of individual characteristics, family characteristics and peer relationship skills on these students' school adjustment. Four aspects of school adjustment were measured as dependent variables. These four aspects included peer relationship adjustment, relationships with teachers, school environment adjustment, and schoolwork attitude adjustment. The peer relationship skills included three components, namely initiative, mutual closeness, and order awareness. Data were collected from 323 alternative middle and high school students through a structured questionnaire. The statistical analysis methods included descriptive statistics and a hierarchical regression analysis using SPSS WIN 19.0. According to the results, peer relationship skills as well as family background characteristics, including the age of the father, the education level of the father, the family economic level, and the number of close family members, had significant effects on school adjustment. The results highlight the importance of peer relationship skills for these students' successful school adjustment and have important policy and theoretical implications.

The Mediating Effects of Mothers' Management Strategies of Peer Relationship on the Relationship Between Maternal Beliefs on Social Development and Child's Peer Competence (어머니의 사회성 발달에 관한 신념이 유아의 또래유능성에 미치는 영향: 또래관계 관리전략의 매개효과를 중심으로)

  • Song, Ae-Ran;Ko, Young-Kwang;Um, Hee-Kyung;Song, Seung-Min
    • Korean Journal of Childcare and Education
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    • v.15 no.6
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    • pp.99-116
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    • 2019
  • Objective: This study examined the relationship between maternal beliefs on social development, management strategies of peer relations, and their child's peer competence in order to understand how to promote children's peer competence. Methods: Self-report questionnaires were used on 195 mothers with children four to years old. Data were analyzed using Pearson Correlation Analysis and Baron and Kenny's three-step regression. Results: First, there was a positive relationship between maternal beliefs on social development and their child's peer competence. Second, this study found that there were partial mediating effects of advice·support and supervision on the relationship between maternal beliefs on social development and children's social competence. Conclusion/Implications: The findings confirm that mothers' beliefs on social development and management strategies of peer relationships are proceeding factors for children's peer competence. Significant attention should be paid to mothers' beliefs on social development and management strategies of peer relationships for children's positive social development.

The Effect of Children's Peer-Relationship and Teacher-Child Relationship on Social Competence (유아의 또래관계 및 교사와의 관계가 사회적 능력에 미치는 영향)

  • Jeon, Kyung-Ah;Lee, Jin-Sook
    • Korean Journal of Human Ecology
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    • v.12 no.5
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    • pp.659-668
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    • 2003
  • The purpose of this study was to investigate the effect of children's peer-relationship and teacher-child relationship on the social competence. The subject of this study consisted of 115 children aged $4{\sim}5$ attending child care centers in Jeon-ju. Peer-relationship was assessed by the peer nomination measure. The teacher-child relationship and the social competence were evaluated by teacher's questionnaire. The results of this study were as follows : There were significant differences according to sex in teacher-child relationship and social competence. Social competences differed among popular, rejected and neglected children's groups. Teacher-child relationship significantly related with the social competence : The intimacy was positively and the conflict negatively related with the social competence. Intimacy, conflict, anxiety of teacher-child relationship accounted for 58% of the social competence variance. Intimacy of teacher-child relationship appeared to be the most important variable.

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The Effects of Undesirable Parenting Behavior, Children's Peer Relationship and Self-regulated Learning on Children's Self-esteem (부모의 바람직하지 않은 양육행동과 아동의 친구관계 및 자기조절학습능력이 아동의 자아존중감에 미치는 영향)

  • Woo, Sujung
    • Korean Journal of Human Ecology
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    • v.23 no.5
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    • pp.759-771
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    • 2014
  • The purpose of this study was to examine the effects of undesirable parenting behavior, children's peer relationship and self-regulated learning on children's self-esteem. Using the data from Korean Children and Youth Panel Survey, this study was conducted with Structural Equation Modeling(SEM). The results of this study were as follows. First, parents' undesirable parenting behavior influenced directly on children's self-esteem, and peer relationship. Second, children's peer relationship influenced directly on self-regulated learning, and self-esteem. Third, children's self-regulated learning influenced directly on self-esteem. Fourth, parents' undesirable parenting behavior did not influenced directly on children's self-regulated learning. But children's peer relationship and self-regulated learning had mediating effects on the relationship between undesirable parenting behavior and children's self-esteem.

Teacher-Child Relations : Interactions with Children's Peer-Competence and Self-Regulation (교사-유아의 관계와 유아의 또래유능성 및 자기조절능력 간의 관계연구)

  • Lee, Sean-Aie;Hyun, Eun-Ja
    • 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.