• Korean Journal of School Psychology
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• v.17 no.1
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• pp.65-86
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• 2020

The purpose of this study was to examine whether self-differentiation mediates the relationship between adolescents' family functioning and self-esteem and to examine whether peer support and family conflicts had moderated mediating effects. For this purpose, 522 students from four high schools in Gyeonggi province were surveyed about their family functioning, self-differentiation, self-esteem, and peer support. The results were analyzed using SPSS 21.0 and PROCESS. The mediating, modulating, and moderated mediating effects were analyzed. The results of this study were as follows. First, correlation analysis showed that family functioning, self-differentiation, self-esteem, and peer support were significantly positively correlated. Second, the moderated mediating effects of peer support were as follows. First, self-differentiation had a partial mediating effect in the relationship between family functioning and self-esteem such that family functioning and self-differentiation were positively correlated and self-differentiation and self-esteem were positively correlated. Second, peer support had a moderating effect in the relationship between family functioning and self-differentiation that promoted self-differentiation. Thus, peer support affected family functioning and self-differentiation. Third, verifying the moderated mediating model of peer support by combining the mediation model of self-differentiation and the moderation model of peer support identified above showed that self-differentiation mediated the relationship between family functioning and self-esteem. Thus, family support affected self-differentiation and self-differentiation affected self-esteem. The significance of this study was as follows. First, it showed that self-differentiation significantly mediated the relationship between family functioning and self-esteem, clarifying the relationship between family functioning and self-esteem. Second, it showed that peer support moderated the relationship between family functioning and self-differentiation, identifying a mechanism that promotes self-differentiation. Third, it showed the mediation of self-differentiation of the relationship between family functioning and self-esteem depended on peer support.

• Korean Journal of School Psychology
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• v.18 no.2
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• pp.153-174
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• 2021

The purpose of this study is to verify antecedent variables that positively influence behavioural engagement during school engagement, which is critical to adolescent socialization. The antecedent variable was categorized into the personal characteristics of adolescents who are the main agents of socialization and peer support and teacher support, which can be called social support at school sites. Individual characteristics include strength recognition, strength utilization, and learning goal orientation, and, peer supports include the supports for personality strength and academy, and, teacher supports include the supports for personality strength and perspective change. For this study, a survey was conducted on 539 high school students nationwide, collected data, 33 of them were removed, and 506 data were analyzed. Analysis shows that only learning goal orientation set as a sub-factor of individual characteristics has a static significant effect on behavioral engagement. Finally, based on the findings, we discuss the implications, limitations, and future research tasks of the study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.136-142
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• 2021

This study examined the influence of adolescents' perception of empathy and peer support on happiness. The subjects of this study were 113 adolescents from U-city. Frequency analysis, reliability analysis, correlation analysis, and multiple regression analysis were performed using the SPSS 22.0 program. First, in the effect of the empathy ability perceived by adolescents on the feeling of happiness, the sub-factors of the empathy ability, such as cognitive empathy and emotional empathy, had a significant positive effect on happiness. In particular, the cognitive empathy factor of the empathy ability has more influence on happiness. Second, in the relationship between the adolescents' peer support and feelings of happiness, the sub-factors of peer support, emotional support, and instrumental support had a significant positive effect on happiness. On the other hand, the sub-factors of peer support, informational support, and evaluative support did not affect happiness significantly. In particular, the emotional support factors have more influence on happiness than the instrumental support factors. This means that a higher level of empathy and peer support perceived by adolescents results in a higher feeling of happiness. This study provides basic data for preparing educational programs to improve adolescents' happiness

• 대한공업교육학회지
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• v.34 no.2
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• pp.304-320
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• 2009

This study was performed to grasp relations between different sub-factors of youths' leadership living skills and between the sub-factors of youths' leadership living skills and personal features (support by parents, support by peers, sense of self-respect, sense of self-effectiveness) in order to generally understand the characteristics of youths. The result and conclusion of this study are as follows. First, the sub-factors of youths' leadership living skills showed various kinds of correlations and especially, measures to improve learning ability skill, self-understanding skill and group activity skill are necessary for healthy and general growth in adolescence. Second, the sense of self-respect showed positive correlations with decision making skill and self-understanding skill and programs are to improve leadership living skill gradually and positively through the enhancement of the sense of self-respect. Third, the degree of support by peers showed relations with decision making skill and group activity skill meaning the importance of peer groups in adolescence and diverse measures to form peer groups are necessary.

• Journal of Korea Game Society
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• v.21 no.1
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• pp.113-124
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• 2021

This study distinguished game use groups by considering adaptive game use and maladaptive game use of middle school students at the same time, and analyzed the difference in lack of self-control, peer-support, and game usage by group. To this end, the data of 287 middle school students was analyzed in the Game User Panel Survey(5th year) of the KOCCA. As a result of the cluster analysis, the game use groups were divided into the high level coexist group, the adaptive use group, and the normal group. The three groups showed the gap of lack of self-control, peer-support, and game usage.

• Journal of Families and Better Life
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• v.13 no.2
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• pp.103-111
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• 1995

이 연구에서는 서울시내 국민학교 3, 4학년이 190명의 아동을 대상으로 부모의 온정 및 의사소통과 또래 환경에 대한 지각이 아동의 공평성 추론에 미치는 영향을 조사하였다. 질문지를 사용하였고 분석을 위하여 백분율 평균, 표준편차, 빈도분포, 최저값, 최소값, 일원 변량분석과 $Scheff\'{e}검증$, Cronbach의 a값을 사용하였다. 연구결과를 요약하면 다음과 같다. 즉 아동이 지각한 부모의 온정 및 의사소통과 또래 환경에 대한 지각이 아동의 공평성 추론에 별 다른 영향을 주지 않았다. 반면에 아동이 지각한 또래 환경 중 또래의 지지와 교환적 협동은 아동의 공평성 추론에 유의한 영향을 미치고 있다.

• Korean Journal of School Psychology
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• v.17 no.3
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• pp.263-286
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• 2020

The purpose of this study was to explore how overly positive self-estimations in peer relationships relate to subjective well-being and to the occurrence of interpersonal behaviors supporting basic psychological needs among elementary school students. This study tested the optimal margin hypothesis of positive illusion by examining the curvilinear relationship between these variables. The sample consisted of 346 fifth and sixth grade students. The self-criterion residual method was used to derive self-estimation bias scores by regressing the real peer relations index (i.e., In-degree) on their perceived peer relationship qualities. The results showed that girls more strongly overestimated the quality of their peer relationships than boys. Self-estimation biases had a positive curvilinear relationship with negative affects and a negative curvilinear relationship with relatedness needs supporting interpersonal behaviors. These results supported the existence of the optimal margin of positive illusion because overestimations of the quality of peer relationships were associated with lower levels of negative affects and relatedness needs-supporting interpersonal behaviors, though these benefits flattened out and no further benefit was observed after an optimal level of overestimation. However, self-estimation bias was linearly associated with positive affect, autonomy needs-supporting interpersonal behaviors, and competence needs-supporting interpersonal behaviors. These results indicated that optimal margin hypothesis was not supported for all outcome variables.

• Korean Journal of Social Welfare Studies
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• v.42 no.1
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• pp.117-149
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• 2011

This study examined the relationship between discrimination experienced by children of multicultural families and their psychological distress. As new minorities growing up with bicultural identities in Korean society, children from multicultural families are often exposed to racial discrimination and such experience often acts as a stressor in their everyday life. In order to examine the effect of discrimination on their psychological distress as well as the role of social support, a survey was conducted in 25 elementary schools in Daejeon city and Chungnam and Chungbuk province. Results indicated that children's experiences of discrimination significantly affected their psychological distress level that the more they were exposed to discrimination, the higher levels of depression and anxiety they experienced. Among social support domains, only peer support was found to be significantly related to both the experience of discrimination and their depression and anxiety levels. Supporting the social support deterioration model, the findings showed that more experiences of discrimination led to reduced peer support which in turn, increased the likelihood of being depressed and anxious. Peer support was also significant in partially mediating the discrimination-psychological distress relationship. Implications for social work practice with children from multicultural families are provided.

• Journal of Korea Game Society
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• v.16 no.4
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• pp.7-14
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• 2016

This study explored how peers influence on adolescents' game over-indulgence. More specifically, it was examined the effects of emotional support, subjective norm of game use, peer stress, and friends' attitude toward gaming on game over-indulgence. Results showed that the higher level of subjective norm of game use and peer stress one received the higher level of game over-indulgence one reported. However, lower emotional support caused higher game over-indulgence. Meanwhile, friends' attitude toward gaming was not significantly related to game over-indulgence. The meaning and the importance of peer in terms of game over-indulgence and limitations of the study were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.453-461
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• 2020

The purpose of this study was to investigate the mediating effects of young children's playfulness between the children's peer competence and their mothers' play beliefs. For this study, 160 mothers and 160 children aged 4-5 years who were in kindergarten and daycare centers in Area J were selected. The collected data were analyzed based on correlation and mediation using SPSS Statistics. The research results are as follows. First, as a result of analyzing the relationship between the young children's peer competence and playfulness and their mothers' play beliefs, there was a statistically significant positive correlation between a mother's play-support beliefs and their children's peer competence and playfulness. On the other hand, the relationship between a mother's learning-support beliefs and her child's peer competence and playfulness was not significant. There was a significant positive correlation between playfulness and peer competence in the young children. Second, as a result of verifying the mediating effect of the children's playfulness in the relationship between their mothers' play-support belief and the children's peer competence, we found that playfulness has a partial mediating role.