• Title, Summary, Keyword: Peer Relationship

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The Effect of Academic Stress on Suicidal Impulse in Adolescence : Mediating Roles of Parent and Peer Attachment (학업스트레스가 청소년의 자살충동에 미치는 영향 : 부모와 친구에 대한 애착의 매개효과)

  • Moon, Kyoung-Suk
    • Korean Journal of Child Studies
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    • v.27 no.5
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    • pp.143-157
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    • 2006
  • This study examined the mediating roles of parent and peer attachment in the relationship between academic stress and suicidal impulse among Korean adolescents. The 2959 ninth grade students in this study were selected from among 3211 students(excluding missing cases) who participated in the Korean Youth Panel Study. Following Baron & Kenny's(1986) suggestion, the mediator model was employed to analyze parent and peer attachment. Results showed that academic stress had a significant relationship with adolescent's suicidal impulse. Parent attachment acted as a partial mediator between academic stress and suicidal impulse; that is parent attachment provided a protective mechanism minimizing the direct effects of academic stress. However, peer attachment had no significant relationship with academic stress.

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The Relationship between Young Children's Play Characteristics, Interactive Peer Play, and Preschool Children's Behavior According to Teacher's Evaluations (놀이특성 및 상호작용적 또래놀이가 유아의 행동특성에 미치는 영향)

  • Hwang, Yoon-Se
    • Korean Journal of Child Studies
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    • v.32 no.4
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    • pp.135-146
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    • 2011
  • The purpose of this study was to explore the relationship between young children's play characteristics, interactive peer play and Preschool children's behavior. The subjects of this consisted of 235 3- to 5-year-old children resident in Gyeonggi Province. Collected data were analyzed with SPSS statistical software. The results of this study were as follows : First, there was a significant relationship between play characteristics, interactive peer play and Preschool children's behavior. Second, in terms of the degree of play characteristics in evidence, interactive peer play appears to be a reliable predictor of young children's behavior.

The shyness in sixth-graders : Its relationship to interpersonal adjustment and peer acceptance (6학년 아동의 수줍음 : 대인적응석 및 또래수용성과의 관계)

  • 도현심
    • Journal of the Korean Home Economics Association
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    • v.33 no.5
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    • pp.1-11
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    • 1995
  • The study was designed to examine the relationship between shyness and social behaviors such as interpersonal adjustment and peer acceptance. The subjects were 435 sixth-graders(221 boys and 214 girls) and their mothers and teachers. They completed questionnaires to rate the behavioral characteristics of the children. The main results showed that 1) shyness, interpersonal adjustment, and peer acceptance varied little as a function of sex and birth order of children, and 2) shyness was related negatively both to interpersonal adjustment and to peer acceptance.

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The Effects of Family Structure, Parental Communication, Academic Problems, and Peer Relationship on Juvenile Delinquency (가족구조, 부모와의 의사소통, 학업문제와 친구관계가 청소년 비행에 미치는 영향)

  • Choi, Kyu-Reon
    • Journal of the Korean Home Economics Association
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    • v.48 no.7
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    • pp.33-48
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    • 2010
  • The purpose of this study was to explore the effects of family structure(parentral marital status and socioeconomic status), parental communication, academic problems, and peer relationship on juvenile delinquency. The participants were 1009 middle school and high school students in Seoul city and Gyeonggi Province. The major results were as follows: 1) Parental marital status(divorced/seperated) had both direct and indirect positive effects and lower class in socioeconomic status had an indirect positive effect on academic problems and peer relationship on juvenile delinquency rates. 2) Open maternal communication had a direct negative effect on juvenile delinquency rates. However, open paternal communication had both direct and indirect negative effects. 3) Academic problems had both direct and indirect positive effects on juvenile delinquency rates. 4) Peer relationship had a direct positive effect on juvenile delinquency rates. 5) The level of effects that each variable had differed by delinquency types. Based on these results, implications for preventing juvenile delinquency were discussed.

Affective Predictors of School-Age Children's Aggression and Peer Relationships: Direct and Indirect Effects (상호작용 상황에서의 정서표현, 정서이해 및 정서조절 능력이 학령기 아동의 공격성 및 또래관계에 미치는 직.간접적 영향)

  • Han, Eu-Gene
    • Journal of Korean Home Management Association
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    • v.24 no.5
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    • pp.1-15
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    • 2006
  • This study explored the relationship between children's emotional competence, aggression and peer relationships. Participants were 164 third and 134 fourth grade children from five elementary schools in Seoul and Chenan. Emotional competence, aggression and peer relationships were assessed by means of a questionnaire, interview and observation. Results indicated that emotional understanding of self and others, sex, age, emotional expression and passive regulation strategies were significant variables in predicting children's aggression. Emotional understanding was the most predictable variable in relation to peer relationships. Emotional understanding, emotional regulation and emotional expression made independent contributions to aggression and peer relationships. Mediation analyses revealed that the significant connections between children's emotional competence and negative peer relationships were mostly mediated by aggression.

Variables Affecting Peer Competence of Young Children : Focus on Maternal Employment Status (아동의 또래유능성에 영향을 미치는 변인 연구 : 어머니의 취업유무를 중심으로)

  • Moon, Hyuk-Jun
    • Korean Journal of Child Studies
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    • v.30 no.2
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    • pp.57-69
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    • 2009
  • Instruments used in this study were the Peer Competence Scale(Park & Rhee, 2001), Infant Temperament Questionnaire(Chun, 1993), Emotional Intelligence Quotient Scale(Kim & Kim, 1998), Maternal Parenting Scale(Park & Lee, 1990) Parental Involvement Checklist(Cohen, 1989), and Student-Teacher Relationship Scale(Pianta, 1991). Subjects were 400 preschoolers and their mothers in Seoul. Data were analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results indicated that (a) children of employed mothers had higher peer competence than children of unemployed mothers. (b) Closeness in teacher-child relationship was the strongest predictor for peer competence of children of employed mothers; maternal strategies promoting peer relationships was the strongest predictor for peer competence of children of unemployed mothers.

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The Effects of Children's Shame and Communication with Their Parents on Peer Pressure (아동과 청소년의 수치심과 부모와의 의사소통이 또래압력에 미치는 영향)

  • Han, Sae-Young
    • Journal of the Korean Home Economics Association
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    • v.47 no.8
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    • pp.119-130
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    • 2009
  • The purpose of this study was to investigate the interaction and effects of shame and parent-child communication on children and early adolescents' peer pressure. The subjects of this study were 359 children and early adolescents from 5th grade in elementary school to 2nd grade in middle school (187 boys, and 172 girls) in Daejeon city. The results of this research indicated that gender and age played a significant role on the effects of shame and parent-child communication on peer pressure. Open communication with mothers showed a positive relationship with boys' peer pressure, whereas open communication with father showed a negative relationship with boys' peer pressure. The interaction effects of shame and open-communication with fathers and mothers worked differently on peer pressure across gender and age. Interaction effects of shame and open communication with fathers and mothers were significant for boys, but not for girls. Interaction effect of shame and open communication with mothers was significant for children and adolescents.

An analysis of relationship between peer assessment results and self directed learning readiness in a team based learning objected on dental hygiene students (치위생과 학생들을 대상으로 한 팀기반학습에서 동료평가 결과와 자기주도학습준비도 점수와의 관계 분석)

  • Chae, Su-Jin;Hwang, Mi-Yeong
    • Journal of Korean society of Dental Hygiene
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    • v.9 no.3
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    • pp.536-544
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    • 2009
  • Purpose : This study aimed to examine the relationship between intragroup peer evaluation and self-directed learning readiness(SDLR) in an Introduction to Education class that used a team based learning(TBL). Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. Method : The research subject pool comprised of 87 $1^{st}$ students in D Health College. Each team was composed of 6~8 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. Results : SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' and 'self-confidence as a learner' was shown to have the predictive power for the peer assessment. Conclusion : The colleges should provide dental hygiene students with learning opportunities on ability to do self-directed learning through diverse learning methods such as team based learning.

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Pathways from Interparental Conflict to Adolescents' Problem Behavior through Maternal Support and Control and Quality of Peer Relationships (부모간 갈등, 어머니의 지지 및 통제와 또래관계의 질이 고등학생의 문제행동에 영향을 미치는 경로)

  • Cho, Joo-Yon;Doh, Hyun-Sim
    • Korean Journal of Child Studies
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    • v.32 no.2
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    • pp.15-34
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    • 2011
  • The main purpose of this study was to examine pathways from interparental conflict to adolescents' problem behavior through maternal support and control and/or quality of peer relationship. A sample of 340 high school students (166 boys and 174 girls) in Incheon completed questionnaires on interparental conflict, maternal support and control, quality of peer relationship, and problem behavior. Data were analyzed by means of structural equation modeling. The results demonstrated that interparental conflict had a direct influence in both internalizing and externalizing problem behaviors, indicating that adolescents who perceived higher levels of interparental conflict had more problem behaviors. Regarding pathways from interparental conflict to problem behavior through maternal support and control and/or quality of peer relationships, adolescents perceiving higher levels of interparental conflict reported higher maternal psychological control and lower support and behavioral control. This was followed by a lower level of quality in terms of their peer relationships; the lower quality of peer relationships resulted in more adolescent problem behaviors. These results indicate that interparental conflict and maternal support and control play crucial roles in the development of internalizing and externalizing problem behavior, respectively.

The Effect of Peer Relationship, Depression, and Aggression on Bullying and Victim among Boys and Girls (남녀 아동의 또래 괴롭힘의 가해와 피해에 또래관계, 우울 및 공격성이 미치는 영향)

  • Kang, In Seol;Park, Hee Kyung
    • Family and Environment Research
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    • v.52 no.3
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    • pp.213-228
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    • 2014
  • This study examined the effects of peer relationships, depression, and aggression on bullying and victimization among boys and girls. The subjects were 364 3rd grade students (boys, 218; girls, 146) and 368 6th grade students (boys, 186; girls, 182), that is, a total of 732 students from three elementary schools. Data were collected on bullying, victimization, peer relationships (mutual friendship, mutual antipathy, and peer popularity), depression, and aggression (overt aggression and relationship aggression) from July 12, 2012 to July 13, 2012. These data were analyzed by means of a chi-squared analysis, t-test, and a logistic regression analysis. The results revealed that there were differences by sex in the case of direct bullying and victimization but no differences in the case of indirect bullying and victimization. Among boys, the factors influencing direct bullying were depression and overt aggression, and the factor influencing direct/indirect victimization was depression. Among girls, the factors influencing direct bullying were mutual antipathy relations and relational aggression, the factors influencing indirect victimization were mutual antipathy relations and peer popularity, the factor influencing indirect bullying was mutual antipathy relations, and the factor influencing indirect victimization was peer popularity. The results of this study showed that the factors influencing bullying and victimization are differences in sex. Finally, the implications and methodology for developing bullying prevention education programs were discussed.