• Title, Summary, Keyword: Peer Relationship

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Influence of Elementary School Student's Perceived Father's Trait on Self-Regulating Skills and Peer Relationship Skills (아동이 지각하는 아버지 특성이 자기조절능력 및 또래관계기술에 미치는 영향)

  • Park, Mi-Soon;Kim, Hyun-Sook
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.2
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    • pp.353-362
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    • 2015
  • The purpose of this study is to examine the influence of elementary school student's perceived father's trait on self-regulating skills and peer relationship skills as well as the influence of father's trait according to gender of children on self-regulation skills and peer relationship skills. The summary of main results of this is as follows: It can be seen that by diminishing time-bomb and fatherless and enhancing compassionate mentor among sub-factors of father's trait as perceived by children, self-regulation skills and peer relationship skills of children could be improved. And it was understood that in the influence of father's trait as perceived by children on self-regulation skills and peer relationship skills, there is a need to consider gender difference of male and female children.

A Study on the Parent-Child Relationship, Peer Relationship, Teacher-Child Relationship, and School Adjustment of Elementary School Children (초등학생의 학교적응에 관한 연구 - 부모, 친구, 교사관계를 중심으로 -)

  • Park, Eun-Joo;Shim, Woo-Youp
    • The Korean Journal of Elementary Counseling
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    • v.4 no.1
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    • pp.285-310
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    • 2005
  • School adjustment of elementary school children is one of the most important things,sinceitisthebasisofthefuturelife. The purpose of this study was to investigate the relationships between parent-child relationship, peer relationship, teacher-child relationship, and school adjustment of elementary school students. The research topics of the present study were as follows: (1) Is the school adjustment of elementary school students different depending upon the parent-child relationship? (2) Is the school adjustment of elementary school students different depending upon the peer relationship? (3) Is the school adjustment of elementary school students different depending upon the teacher-child relationship in school? (4) Is the school adjustment of elementary school students different depending upon the grade, and sex? 460 students were sampled in Kangwon-do, and 400 were used in the final data analyses, excluding 60 due to the incomplete answering. Parent-child relationship inventory, peer relationship inventory, teacher-child relationship scale, and school adjustment scale were used. Data were analyzed using SPSS(win) 10.1K. The results were as follows: First, elementary school students adjust themselves to the school better when parent-child relationship, peer relationship, and teacher-child relationship are good. Second, teacher-child relationship has the most important effects on the school adjustment, and peer relationship, and parent-child relationship sequentially. Third, 4th graders adjust to the school better than the 6th, and there is no difference between boys and girls in terms of school adjustments. Based on the above results, discussion and implications for the future research and education were as below: First, teachers need to understand children's school adjustments depend upon their human relationships especially upon teacher-student relationships. Second, teachers need to understand students have more difficulties in adjusting to the school when they grow older. Third, teachers have to keep the children positive peer relationship, and parent-child relationship which are important in children's adjusting to the school. Fourth, future researches need nation-wide sampling and more systematized research design in order to generalize the results.

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The Effects of Peer Tutoring on Academic Achievement and Peer Relationship in Programming Language Learning (컴퓨터 프로그래밍 교육에서 동료지도학습이 학업성취도와 교우관계 형성에 미치는 영향)

  • Kim, Eunsoon;Park, Byungho;Heo, Heeok
    • The Journal of Korean Association of Computer Education
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    • v.7 no.4
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    • pp.111-120
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    • 2004
  • The purpose of this study is to investigate the effects of peer tutoring on academic achievement and peer relationship in computer programming. It was assumed that peer tutoring as an alternative teaching method can positively affect to enhance learners' learning achievement and to develop a closer relationship among learners. To achieve the purpose, an experimental research was performed with 50 10th graders. The results showed positive effects of peer tutoring on academic achievement and peer relationship.

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A Structural Analysis of School-Aged Children's Peer Relationship and Its Related Variables (학령기 아동의 또래관계 관련변인들 간의 관계 구조분석)

  • Choi, Ja-Eun;Moon, Dae-Gun;Moon, Soo-Back
    • Journal of Korean Home Management Association
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    • v.31 no.1
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    • pp.99-111
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    • 2013
  • The purpose of this study was to investigate the structural relationships among the related variables of peer relationship. 547 schoolage children's social support, self-esteem, empathy and peer relationship. Subjects of this study were 547 elementary school students residing in Daegu-Si completed questionnaires assessing peer relationship, social support, self-esteem, empathy. The sample variance-covariance matrix was analyzed using AMOS 20.0, and the maximum likelihood minimization function. The goodness of fit was evaluated using the SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. The results were as follow. First, children's social support was found to hadn't direct effect on peer relationship. Second, children's self-esteem, empathy have a direct effect on peer relationship. Third, children's social support have a direct effect on self-esteem, empathy. and children's self-esteem have a direct effect on empathy.

The Longitudinal Relationship Between Self-Esteem and Peer Relationship in Adolescence: Using Autoregressive Cross-Lagged Modeling (청소년의 자아존중감과 또래관계의 자기회귀교차지연효과검증)

  • Lee, Boram;Park, Hye Jun
    • Korean Journal of Child Studies
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    • v.37 no.6
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    • pp.5-17
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    • 2016
  • Objective: This study focused on the longitudinal associations between self-esteem and peer relationships in Korean adolescents while considering gender and timing-early and late adolescence-differences. Methods: The study made use of data from the Korean Children and Youth Panel Survey. Three waves of data collected from 2,351 adolescents were analyzed by means of autoregressive cross-lagged modeling. Results: The results indicated that self-esteem predicted subsequent changes in peer relationship but not vice versa. Further, the results that longitudinal associations between self-esteem and peer relationships differed between male and female adolescents and between early and late adolescence. Conclusion: The findings revaluated the longitudinal relationship between self-esteem and peer relationships. Both gender and timing should be considered when planning interventions related issues about self-esteem and peer relationships in adolescence.

A Preliminary Study on the Effectiveness of the Peer Relationship Enhancement Program in Adolescents at Risk for Internet and Smartphone Addiction

  • Kim, Tae-Ho;Jun, Young-Soon;Shin, Young-Tae;Lim, So-Hee;Seo, Joo-Won
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.29 no.2
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    • pp.40-46
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    • 2018
  • Objectives: The purpose of this study is to evaluate the preliminary effects of the Peer Relationship Enhancement Program in adolescents deemed to be in an at-risk group for Internet and smartphone addiction. Methods: The study group consisted of 33 adolescent participants (24 boys and 9 girls) at risk of Internet and smartphone addiction in small and medium-sized cities. The subjects participated in 8 consecutive sessions of the Peer Relationship Enhancement Program. The Korean Internet Addiction Proneness Scale, the Korean Smartphone Addiction Proneness Scale, the Real-Ideal Self Discrepancy Scale, the UCLA Loneliness Scale, the Peer Intimacy Scale, and the Escaping from the Self Scale were evaluated before the initial and after the final session. A paired t-test was performed to statistically analyze the data. Results: The Peer Relationship Enhancement Program led to a significant decrease (p<0.05) in self-reported measures of The Korean Internet Addiction Proneness Scale, the Korean Smartphone Addiction Proneness Scale, and the Real-Ideal Self Discrepancy Scale. Conclusion: The Peer Relationship Enhancement Program reduces the risk of Internet and smartphone addiction and effectively prevents the associated problems.

Single Subject Study Intervening Peer Relationship Program (또래관계 개선 프로그램 적용에 대한 단일대상연구)

  • Lee, Dong-Hee
    • The Korean Journal of Elementary Counseling
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    • v.6 no.1
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    • pp.193-215
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    • 2007
  • The purpose of this study was to identify the effect of the Peer Relationship Program on the school adjustment of Ha-nul with the school maladjustment by peer problems. To achieve this purpose, single subject pretest-pottiest design was implemented for Ha-nul with school maladjustment in the third grade of the elementary school. As for the testing period of this study, this program was carried out one time a week for 10 weeks from Sept 11, 2006 to Oct 13, 2006. Each test lasted for $40{\sim}60$ minutes. To find out changes in the school adjustment of the subject child, the progress in change before and after tests was comparatively analyzed through a Likert-type three-step evaluation scale and presented as tables and graphs regarding the target behavior table. And the school adjustability was calculated in terms of percentage and presented as tables and bar graphs through a Likert-type four-step evaluation scale. Change in the subject Ha-nul's behavior, which was shown in test scenes, was observed and recorded and then Qualitatively analyzed. The following conclusions were drawn from the results of this study: First, the Peer relationship improvement program was effective in the positive influence to the relationship between a teacher in charge and Ha-nul with the school maladjustment This program made a confidence and increased the ability to express one's own ideas and feelings to others. Second, the Peer relationship improvement program was effective in the positive influence to the relationship between schoolfellows and Ha-nul with the school maladjustment This program provided the opportunities to get along with peers naturally and the abilities of a mutual understanding. Third, the Peer relationship improvement program was effective in the partially positive influence to Ha-nul with the school maladjustment. Fourth, the Peer relationship improvement program was effective in the positive influence to follow the school rules by experiencing a role, concession and fairness through the various activities. Fifth, the Peer relationship improvement program was effective in the positive influence to take part in the school event with a self-confidence and cooperation with peers through the various activities.

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The Relationship of Young Children's Play Preferences to Peer Competence and Peer Acceptance (유아의 놀이 선호 유형과 또래유능성 및 또래수용도의 관계)

  • Jo, Gyeong-Ja
    • Korean Journal of Human Ecology
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    • v.20 no.3
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    • pp.611-623
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    • 2011
  • The purpose of this study was to investigate young children's play preferences through observation at their classrooms and to examine the relationship between children's play preferences and their peer competence and peer acceptance. The subjects were 55 four-year-old children from a kindergarten in C city of Chungnam province. The data was analyzed by MANOVA, t-test, and Pearson's correlation. The results were as follows: first, boys and girls showed different play preferences except for language play and science play. Boys were better liked by same-sex peers while girls were better liked by other-sex peers. Second, there were significant correlations among certain play preferences. Block play preferences were negatively correlated with other play preferences. Third, some play preferences were significantly associated with some sub-dimensions of peer competence. Language play displayed a positive relationship to pro-social behavior, but art play showed a negative relationship to leadership. Finally, peer acceptance was positively correlated only with number/manipulation play preferences. Other-sex peer acceptance was positively correlated with number/manipulation play preferences and art play preferences but negatively with block play preferences.

Linking Parenting to Loneliness in Adolescents : The Mediating Effects of the Quality of Peer Relationships (부모의 양육행동과 청소년의 외로움 : 또래관계의 질의 매개효과)

  • Kim, Ju-Yeon;Doh, Hyun-Sim;Kim, Min-Jung;Shin, Na-Na
    • Korean Journal of Child Studies
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    • v.33 no.1
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    • pp.111-131
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    • 2012
  • This study examined the relationship between parenting, the quality of peer relationships, and loneliness in adolescents. This study also examined the mediating effects of the quality of peer relationships on the relationship between parenting and adolescents' loneliness. A total of 506 1st and 2nd grade middle school students (261 boys and 245 girls) from the Seoul Metropolitan area completed measures of parenting, the quality of their peer relationships, and loneliness. The results indicated that adolescents' perceptions of parenting and the quality of their peer relationships were significantly related to their feelings of loneliness. Specifically, adolescents' perceptions of low levels of parental monitoring and high levels of abusive and neglectful parenting were associated with high levels of loneliness. Adolescents who perceived the quality of their peer relationships to be low reported high levels of loneliness. Further, the quality of peer relationships mediated the relationship between parenting and adolescents' loneliness; however, the pattern of associations differed for boys and girls. These findings suggest that both parent and peer relationship factors should be considered in combination in order to better explain loneliness in adolescents.

The Relationship between Mother Attachment and Depression: The Mediation Effect of Peer Attachment in School Aged Children (학령기 아동의 모애착과 우울 관계에서 또래애착이 미치는 매개효과)

  • Min, Ha-Yeoung
    • Korean Journal of Human Ecology
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    • v.21 no.5
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    • pp.915-927
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    • 2012
  • The purpose of this study was to examine the mediation effect of peer attachment on the relationship between children's depression and mother attachment. The respondents in this study were 697 school aged children attending elementary schools in Daegu and Gyeongbuk Province. Questionnaires, which required self-reporting by children, were used to investigate mother attachment, peer attachment and depression. The collected data were analyzed by Structural Equation Modeling(SEM) and Sobel test using AMOS 8.0, and SPSS 15.0. The results of the study were as follows. Structural Equation Modeling(SEM) revealed that peer attachment partially mediated the relationship between mother attachment and depression. First, mother attachment had a direct effect on peer attachment. Second, peer attachment had a direct effect on depression. Third, mother attachment had an indirect effect on depression as a mediated effect of peer attachment.