• Title, Summary, Keyword: Peer Relationship

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A Study on Adolescents' Level of School Adjustment by Their Perceived Relationships with Parents, Peer and Teachers (청소년이 지각한 부모-자녀 관계, 또래 관계, 교사와의 관계가 학교생활 적응에 미치는 영향)

  • 최지은;신용주
    • Journal of the Korean Home Economics Association
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    • v.41 no.2
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    • pp.199-210
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    • 2003
  • The purpose of this study was to investigate the effects of perceived relationships of the adolescents with their parents, peer and the teachers on their school adjustment. The data were collected from 385 male and female high school students in Seoul through the questionnaire method. The major result of the study were as follows: 1. About sixty percents of the respondents came from middle-class families who were being brought up by their parents. 2. Analysis of data revealed that degrees of relationship of the respondents with their parents and peer were higher than moderate, while the degrees of relationship with teacher was found to be moderate. 3. The adolescent' overall level of school adjustment was found to be at a moderate level. 4. The adolescents' levels of school adjustment were differed by birth order, father's occupations, family structures, economic status of the family, grade point average and religion. 5. The stepwise regression analyses yielded the results that relationship with the teacher, relationship with the peer, father's caring, birth order and economic status of family were significant factors in explaining the adolescents' school adjustment. On the base of the results of the study, the following suggestions were made in order to enhance adolescents' school adjustment: 1. Teacher education focused on guidance and counseling should be included in the teacher education and training program. 2. Parents education focused on fatherhood should be more emphasized.

Relationship between Peer Support, Coping Strategies and Social Skills (또래지지와 대인관계 갈등 대처방법 및 사회적 기술과의 관계)

  • Sim, Hee Og
    • Korean Journal of Child Studies
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    • v.21 no.1
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    • pp.19-33
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    • 2000
  • This study explored the relationship between peer support, strategies used to cope with interpersonal stressors, and social skills among 4th and 5th graders. Instruments were the Social Support Appraisal Scale, the Self-Report Coping Scale, and the Teenage Inventory of Social Skills. Results showed that children used different coping strategies by the level of peer support. Children with more peer support were more active in seeking social support and in solving peer conflict. Children with more problems in peer relationships used more avoidance strategies such as internalization and externalization. Children with a high level of social skills were more likely to use approach strategies in peer conflict while children with a low level of social skills were more likely to employ avoidance strategies. Internalization was the most important strategy in explaining inappropriate peer relationships. For girls, social skill was the most essential variable in their peer relationships.

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Comparison of Methods of Peer Relation Subgroup Classification on the Basis of Cooccurence of Perception Data and Psychological Preference Data (지각 자료의 공유인접수와 심리적 선호도에 의한 또래관계 하위집단의 분류 방법에 대한 비교)

  • Ahn, Ie-Hwan
    • The Korean Journal of Elementary Counseling
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    • v.11 no.2
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    • pp.153-169
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    • 2012
  • The purpose of this study is to investigate the most rational method of grouping peers to understand the impact of peer relationship on individual development of elementary school students. For the study, students at a class of the 3rd year(male) and a class of the 4th(female) year at elementary schools in Busan and Ulsan were surveyed to see the differences between various methods of classification of peer relation subgroup on the basis of cooccurence of perception data and psychological preference data. Two questionnaires were used; a questionnaire of perception and a questionnaire of psychological preference. With the perception data, value of sharing relationship was applied to classify peer relation subgroup and with the psychological preference data, interest relationship was expanded to classify peer relation subgroup of more than third party relationship. The result of this study showed that in the case of girls, there was high congruency between the classifications of peer relation subgroup by perception data and by preference data, whereas in the case of boys, there was difference between the classifications of peer relation subgroup by perception data and by preference data, which implies that boys can form a peer group even if there is psychological difference among members but girls can form a peer group only when there is psychological preference among them. Such a result shows that there is difference between boys and girls in the process of forming peer relationship. It is suggested that comparison of fitness be made between classification of peer relation subgroup by a homeroom teacher, by perception data and by psychological preference for rational classification of peer relationship among male children.

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Effects of Children's Peer Initiative on Peer Acceptance: Focusing on Moderating Effects of Teacher-Child Relationships (유아의 또래주도성이 또래수용도에 미치는 영향: 교사-유아 관계의 조절효과를 중심으로)

  • Lee, Yu Mi;Shin, Nary
    • Korean Journal of Childcare and Education
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    • v.15 no.5
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    • pp.69-86
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    • 2019
  • Objective: This study aimed to provide a systematic understanding of children's peer initiative and peer acceptance and to offer specific information to increase young children's social competence. Methods: Participants were 235 5-year-old children from six child care centers in Sejong City. The participants were interviewed to measure the peer acceptance of children attending the same class. Also, a survey was conducted on their teachers to measure children's peer initiative and the relationship with them. The collected data were analyzed by hierarchical regression using the SPSS 21.0 program. Results: The results showed that significant main effects of friendly and unfriendly peer-initiatives on peer acceptance were found. The effects of teacher-child relationships and their moderating effects, however, were partial; only main influences of close relationships and the interaction effects between peer-initiatives and close relationships were significant. That is, the relationships between improper initiatives and low acceptance levels among peers were more intense when children established conflict relationships with their teacher. Conclusion/Implications: We found that close teacher-child relationships play moderating roles on the pathway from peer initiative to peer acceptance as a protective risk factor for children.

The Effects of Parent-Child Relationship and Marital Conflict Perceived by Adolescents on Peer Victimization (청소년이 지각한 부모-자녀 관계 및 부부갈등이 청소년의 또래에 의한 괴롭힘에 미치는 영향)

  • Han, Jung-Eun;Jang, Young-Ae
    • The Korean Journal of Community Living Science
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    • v.19 no.3
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    • pp.373-386
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    • 2008
  • The purpose of this study was to examine the effects of parent-adolescent relationship and marital conflict perceived by adolescents on peer victimization. The subjects were 353 middle school students selected from two middle schools in the Incheon area. The instruments of research included the peer victimization index, the parenting behavior index, the parent-adolescent communication index, and the marital conflict inventory. The statistics used for this data were t-test, ANOVA, correlation analysis and multiple regression analysis. This study showed that middle school student's peer victimization was influenced significantly by the gender. Correlation analysis indicated that parenting behavior and peer victimization were significantly correlated. That is, oppressive, over protective and/or permissive attitudes of the parent were positively correlated with peer victimization. Intimacy and reasonable attitude were negatively correlated with middle school student's peer victimization. Also, parent-adolescent communication and peer victimization were significantly correlated. Especially, open communication was negatively correlated with peer victimization while problematic communication was positively correlated with peer victimization. Marital conflict perceived by adolescents was positively correlated with peer victimization. It was also found that gender, oppressive attitude, permissive attitude, open communication, and marital conflict were significant predictors of middle school student's peer victimization.

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Participation in Bullying and the Peer Relationship Related to Children's Social Status (아동의 사회적 지위에 따른 또래괴롭힘의 참여행동과 친구관계)

  • Kim, Youn-Hwa
    • Journal of the Korean Home Economics Association
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    • v.51 no.2
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    • pp.187-193
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    • 2013
  • This study investigated the relation between participation in bullying, peer relationship and children's social status. We examined the classified types of social status among 700 fifth and sixth grade elementary schools students. The data were obtained by administering a self-reported questionnaire. Differences were identified with participation in bullying behavior, intimacy friendship and peer support as peer relationship. The collected data were subjected to a descriptive and F-test analysis using the SPSS software program. The results conveyed that social status was different according to the gender difference. Rejected boys presented more bully, reinforce, assistant and victim behaviors. Neglected boys were more victims of bullying. Defensive behavior was more apparent in popular and neglected boys. Furthermore, such boys had high intimate friendships. Popular boys presented distinctively more peer support. Rejected boys represented less intimate friendship and peer support. On the other hand, popular girls portrayed more defensive behavior. However, rejected girls and neglected girls had less defensive behaviors. Victim behaviors were less coherent in popular and neglected girls. Intimate friendship and peer support were mostly apparent in popular girls. Rejected boys represented less intimate friendship and peer support.

The Relationship of Shyness, Interpersonal Adjustment, and Peer Acceptance to Loneliness in Children (아동의 수줍음, 대인적응성 및 또래수용성과 외로움간의 관계)

  • Doh, Hyun Sim
    • Korean Journal of Child Studies
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    • v.17 no.2
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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.

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Variables Associated with Peer Competence of Neglected Children (소외아의 또래유능성에 영향을 미치는 요인 연구)

  • Moon, Hyuk-Jun
    • Journal of the Korean Home Economics Association
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    • v.47 no.1
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    • pp.93-103
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    • 2009
  • This study analyzed variables associated with peer competence of negelcted children. Participants were made up of 180 preschoolers and their mothers. Neglected children's peer competence was measured by the Peer Competence Scale(Park & Rhee, 2001) and data were subjected to descriptive analysis, Pearson's correlation, and multiple regression analysis. Results showed that neglected children's peer competence was partly associated with the child's temperament and emotional regulation, parenting styles and involvement strategy, and teacher-child relationship. In particular, closeness in teacher-child relationship was the strongest predictor for both children's peer competence in leadership and sociability. Furthermore, a child's ability to regulate emotion was the strongest predictor of their peer competence in prosocial environments.

The structural relationship among parenting attitudes, peer attachment, resiliency and meaning in life (청소년이 지각한 부모양육태도, 또래애착 및 탄력성과 삶의 의미간의 구조적 관계)

  • Jung, Sukhae
    • 한국가족관계학회지
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    • v.22 no.1
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    • pp.23-40
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    • 2017
  • Objectives: The major purpose of the study is to examine structural relation among teenager's perception of parenting attitudes, peer attachment, resilience and meaning in life. In order to achieve purpose of the study, we will develop reliable criterion which can measure variable. Method: We will set up structural relational model from relationship between internal and external variables that can influence teenager's meaning in life and we will examine the relationship between variables through structural equation analysis. we will find structural relationship among parenting attitudes, peer attachment, resilience and meaning in life. Results: We analyzed structural relationship among variables targeting 744 middle school and high school students. Teenager's perception of parenting attitudes have positive influence on peer attachment. This shows that teenager perception of fostering attitude have a positive influence even though teenager percepts parent's foster attitude as overprotective or compassionate. However, if teenager percept fostering attitude as overprotective, teenager perception of parenting attitudes doesn't have influence on resilience. Parent's compassionate attitude not only directly influence resilience but also influence resilience through peer attachment. This validates that individual psychological factor, such as how teenager accept and interpret surrounding environment can influence resilience. Peer attachment relationship not only directly influence resilience but also influence meaning of life through resilience. The resilience has direct effect on meaning in life. Conclusions: When one of education goal is to help teenager to find meaning in life and to reach self-realization, We need to have interest in resilience which is known factor for contributing meaning in life. As previous teenager studies has approached this problem, such as maladjustment, delinquency, and depression, it is significant that this study is examined in positive a psychological perspective which focus on healthy adjustment, such as meaning in life based on teenager's resilience and happiness.

Applying Hebbian Theory to Enhance Search Performance in Unstructured Social-Like Peer-to-Peer Networks

  • Huang, Chester S.J.;Yang, Stephen J.H.;Su, Addison Y.S.
    • ETRI Journal
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    • v.34 no.4
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    • pp.591-601
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    • 2012
  • Unstructured peer-to-peer (p2p) networks usually employ flooding search algorithms to locate resources. However, these algorithms often require a large storage overhead or generate massive network traffic. To address this issue, previous researchers explored the possibility of building efficient p2p networks by clustering peers into communities based on their social relationships, creating social-like p2p networks. This study proposes a social relationship p2p network that uses a measure based on Hebbian theory to create a social relation weight. The contribution of the study is twofold. First, using the social relation weight, the query peer stores and searches for the appropriate response peers in social-like p2p networks. Second, this study designs a novel knowledge index mechanism that dynamically adapts social relationship p2p networks. The results show that the proposed social relationship p2p network improves search performance significantly, compared with existing approaches.