• Title, Summary, Keyword: Peer group

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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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ID-Based Group Key Management Protocols for Dynamic Peer Groups (피어 그룹을 위한 ID 기반의 그룹키 관리 프로토콜)

  • Park, Young-Ho;Lee, Kyung-Hyune
    • Journal of Korea Multimedia Society
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    • v.7 no.7
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    • pp.922-933
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    • 2004
  • In recent years, peer-to-peer network have a greate deal of attention for distributed computing or collaborative application, and work of ID-based public key systems have been focusing on the area of cryptography. In this paper, we propose ID-based group key management protocols for secure communication in autonomous peer group. Each member obtains his public/private key pair derived from his identification string from Private Key Generator. No central server participates in group key management protocol instead, all group members share the burden of group key management by the collaboration of themselves, so that our scheme avoids the single point of failure problem. In addition, our scheme considers the nature of dynamic peer group such as frequent joining and leaving of a member.

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Effect of Peer Counseling Program on Classmate Relationships of Children (또래상담 프로그램이 아동의 교우관계에 미치는 영향)

  • Oh, Ka-Young
    • The Journal of the Korea Contents Association
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    • v.16 no.7
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    • pp.700-708
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    • 2016
  • This study is to examine how peer counseling program affects on peer relation of children. The study subjects who fourth grades of A elementary school students in K city of Cheonbuk region, children of 26(boys 14, girls 12) people who expressed their joining opinion of program, were selected through information. 28(boys 15, girls 13) people were selected as control group. Before conducting program, both experiment group and control group were identified as same group. From in April, 2014 to in June 2014, peer counseling was conducted by experiment group(once per week, 60 minutes per session for a total 10 sessions), to examine effect, peer relation questionnaire were practiced before and after. Following were gained results of SPSS 18.0 used to analysis data of comparison in group before and after. peer relation of experiment group who conducted peer counseling had improved. Peer Counseling was effective for improving of Children's peer relation. However, there was no difference in compare of control group before and after. Therefore, this study can know that peer counseling had positive effect on peer relation of children.

Influence of Nurse Manager and Peer Group Caring Behaviors as Perceived by Nurses on Intention to Retention (간호사가 지각하는 간호관리자의 돌봄-배려행위와 동료 간 돌봄-배려행위가 재직의도에 미치는 영향)

  • Kong, Moon Yeon;Kim, Jeong-Hee
    • Journal of Korean Academy of Nursing Administration
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    • v.23 no.2
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    • pp.191-200
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    • 2017
  • Purpose: This study was conducted to identify the influence of nurse manager and peer group caring behaviors as perceived by nurses on intention to retention. Methods: The participants for this study were 229 nurses who had worked for over 6 months in general hospitals located in J province. Survey data were analyzed descriptive statistics and t-tests, ANOVAs with $Scheff{\acute{e}}^{\prime}s$ post-hoc testing, Pearson's correlation coefficients, and hierarchical regression analysis. Results: The scores for 'manager and peer group caring behaviors' and intention to retention were all at a moderate level, although the subjects perceived 'peer group caring behaviors' as higher compared to 'manager caring behaviors'. There were significant differences in 'manager caring behaviors' scores by suitability for present working department and employment status and in 'peer group caring behaviors' scores by suitability for present working department. The factors influencing nurses' intention to retention were religion, suitability for present department, clinical experience of over ten years, 'manager caring behaviors', and 'peer group caring behaviors' Conclusion: To improve nurses' intention to retention, it may be necessary to alter the transfer and arrangement strategies of their working environments to better consider nurses' aptitude and competence, and thereby increase both manager and peer group caring behaviors.

The Effects of a Solution Focused Group Counseling Program on the Peer Relation and School Life Adaption of Elementary school children (해결중심적 집단상담 프로그램이 초등학교 아동의 교우관계 및 학교생활 적응에 미치는 효과)

  • Hong, Sung-Mi
    • The Korean Journal of Elementary Counseling
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    • v.7 no.1
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    • pp.67-90
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    • 2008
  • The purpose of this study was to examine the effects of solution focused group counseling program on peer relationship and school life adaption of elementary school children. The subjects in this study were the 4th graders at S Elementary School in Ansan, Gyeonggi-do. 20 students were selected through the preliminary test of peer relationship and school life adaption, that is to say, each 10 students of experimental group and control group. A solution focused group counseling program was provided by researcher to the experimental group in six sessions once or twice a week, 60 minutes each. but control group was not conducted for any program. In verifying of the program effects in this study, KOREAN SPSS/WIN(version 12.0) is used for statistical analysis. The major findings of this study are as follows: First, solution focused group counseling program has a positive effect on all parts of sub-factors of peer relationship except to union life between friends. Second, solution focused group counseling program has a effect on the school life adaption of elementary and its all parts of sub-factors except to school rules. As noted above, it is proved that solution focused group counseling program has a positive effect to improve parts of sub-factors of peer relationship and school life adaption. Accordingly, it is necessary to feel satisfaction and Qualitative improvement in peer relationship and help school life adaptation of elementary school children through solution focused group counseling program.

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The effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus (대학 미분적분학에서 상호 동료 교수법이 학업성취도 및 학습만족도에 미치는 영향)

  • Choi, Wonyoung;Kim, Haekyung
    • The Mathematical Education
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    • v.53 no.2
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    • pp.263-274
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    • 2014
  • The purposes of the study are to investigate the effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus. First, we classified the test group and the control group and then applied the reciprocal peer tutoring to the test group. According to results, the reciprocal peer tutoring is very effective in improving academic achievement. Second, the pre-survey and the post-survey were conducted to the test group. The survey contains five categories including 1) background of the participants, 2) learning objectives and expectation, 3) the intention of the continual learning Mathematics, 4) the individual self-efficacy, and 5) general Mathematics learning satisfaction. We found some facts from the difference between the pre and post surveys. The learning satisfaction has improved after the reciprocal peer tutoring in the test group. Even though this trend has not changed regardless of sex, high school levels and teaching understanding.

How Peer Tutoring and Peer Tutor Training Influence Korean EFL Students' Writing

  • Choi, Young Eun;Seong, Guiboke
    • English Language & Literature Teaching
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    • v.17 no.4
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    • pp.23-47
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    • 2011
  • This study investigates the effect of peer tutoring and peer tutor training program on Korean university students' EFL writing. Six tutors and twelve tutees have participated in the experiment. The tutors were divided into untrained and trained groups each of which was assigned to teach six tutees. The three peer tutors in the experimental group received training on how to give peer tutoring. After the pre-test, the tutees wrote series of drafts on three topics and received written feedback from their peer tutors via email. The results of the post-test showed improvement in writing scores in both groups. The tutees in the trained peer tutor group, however, showed much greater improvement. Their improvement was also more consistent, and the score differences between the two groups increased over time. Analysis of the peer tutors' written feedback indicated that the trained tutors focused more on the higher order concerns in writing than the untrained ones did. In the questionnaire all tutees responded positively to the peer tutoring experience. The results indicate that peer tutor training programs may have beneficial effects on Korean university students' writing abilities especially in the elements of higher order concerns.

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An Effect of Peer Mentoring Activity on Science Process Skills, Achievement and Scientific Attitude in Elementary Science Class (초등 과학 수업에서 학생 동료 멘토링 활동이 과학 탐구 능력, 학업 성취도 및 과학적 태도에 미치는 영향)

  • Lee, Seung-Hee;Choi, Sun-Young
    • Journal of Korean Elementary Science Education
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    • v.31 no.3
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    • pp.311-320
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    • 2012
  • The purpose of this study was to examine the effect of peer mentoring activity in elementary school. For this study, an experimental group was conducted for peer mentoring activity in science class. The mentoring team was organized by mento-mentee team according to the scores of science process skill and achievement. The objects of this study were the sixth grade of both an experimental group (28 students) and a control group (27 students) located in Incheon. The results of this study were as follows. First, the experimental group was shown more significant effect for improvement of science process skills than the control group (p<.05). As the result of analysis by groups, both of mento and mentee showed significant effect for improvement of science process skills. Second, the peer mentoring activity showed more significant effect for improvement of achievement (p<.05). As the result of analysis by groups, mentee showed significant effect for improvement achievement. But mento group didn't show significant effect. Third, the peer mentoring activity showed the effect for positive changes of scientific attitude. If matching the mentoring object effectively and conducting the classes applying peer mentoring activity based on the results of this study, it's expected to draw student' improvement of science academic, achievement and positive changes of scientific attitude.

The Effects of Follow-Up with Peer Group Meetings after Self-Help Program for Arthritis Patients (관절염 환자 자조관리과정 후 환우모임을 통한 추후관리 효과에 대한 연구)

  • Lee, In-Ok;Suh, Moon-Ja;Lee, Kyung-Sook
    • Journal of muscle and joint health
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    • v.8 no.1
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    • pp.109-121
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    • 2001
  • The purpose of this study was to find out the long-term effects of the self-help program through the follow-up with peer group meetings of arthritis patients. In order to fulfil the purposes, the follow-up program with peer group meetings was developed by researchers with consisting of monthly health contract, group discussion, group counseling, recreation, and exercise. This program was carried out 2-3 hours once in a month for 5 months (1999-2000) and evaluated in a nonequivalent control group pretest-posttest quasi-experimental design. The subjects were 34 patients of experimental group and 24 of control group. The measurement tools of this study are pain rating scale(Lee & Song), KHAQ(Bae), rating scale of fatigue, and goniometer. The results of this study revealed no significant differences on number of pain site, fatigue, physical functioning, flexibility of the shoulder joints, and level of the extension of the knee joints between experimental group and control group. Whileas pain reaction of the control group was significantly high. However, the peers expressed very much their satisfaction and appreciations with the follow-up program with Peer group meetings. Actually, they wanted to have this peer group meeting continuously. This results suggested that the follow-up program with peer group meeting could be recommended as good nursing intervention to help the arthritis patients after having the Self Help Program in the community setting.

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Typologies and Characteristics of Adolescent-Peer Delinquency using Latent Class Analysis (잠재계층분석(LCA)을 이용한 청소년-또래 비행의 유형과 특성)

  • Park, Jisu;Kim, Ha Young;Yu, Jin Kyeong;Han, Yoonsun
    • Korean Journal of Child Studies
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    • v.38 no.2
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    • pp.165-176
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    • 2017
  • Objective: Delinquent peers are important predictors of adolescent delinquent behavior. Few studies have classified individuals into groups based on patterns of delinquent behavior among youth and their peers. This study identified latent groups based on adolescent-peer delinquency and examined psychosocial characteristics of each latent group. Methods: First, the study employed latent class analysis based on a nationally representative data of South Korean middle school students (N = 2,277). Both adolescent and peer delinquent behaviors comprised 13 items in the questionnaire that was self-reported by adolescents. Second, the study used multivariate regression models to analyze psychosocial symptoms of latent groups and conducted Wald tests to compare differences among latent groups. Results: Patterns of adolescent-peer delinquency were classified into six latent groups. "Mutual total delinquent group (1.2%)" showed high rates in most delinquent experiences. "Mutual status delinquent group (5.7%)" mainly experienced status delinquency, "Mutual violence delinquent group (5.3%)" showed high rates of violent delinquency. "Peer-only total high delinquent group (3.8%)" reported friends to have engaged in all types of delinquency and "Peer-only total medium delinquent group (11.8%)" reported peer involvement in multiple status and few violent delinquency. Finally, "low risk group (72.2%)" reported low rates of delinquency for themselves and their friends. Regression analysis showed that every "mutual" delinquent group presented significantly worse psychosocial problems than the "low risk group." Conclusion: Using person centered latent class analysis, this study classified six latent classes while considering both delinquent agents and various types of delinquency and investigated specific groups with greater risk of psychosocial problems.