• Proceedings of KHEA Conference
• /
• 2004.04a
• /
• pp.196-196
• /
• 2004

• Journal of the Korean Home Economics Association
• /
• v.43 no.2
• /
• pp.57-67
• /
• 2005

The purpose of this study was to investigate the relationship between sociometric popularity (like-most nomination and like-least nomination) and perceived popularity (most-popular nomination and least-popular nomination ) and to examine the relationships between adolescent aggression (overt, relational, and not prosocial behavior) and each of the popularities. The 377 subjects were selected from first and second graders of middle and high schools. The results of this study were as follows: 1) Sociometric popularity is significantly correlated with least-popular nomination, but not with most-popular nomination. 2) Adolescent aggression is negatively correlated with socimetric popularity, but positively associated with perceived popularity. 3) Sociometric popularity is negatively associated with aggression for only girls, but perceived popularity is positively associated with aggression for both boys and girls. 4) Sociometric popularity is negatively associated with aggression for only middle school students, but perceived popularity is positively associated with aggression for both middle and high students.

• Korean Journal of Culture and Social Issue
• /
• v.15 no.1
• /
• pp.29-47
• /
• 2009

This study aimed to investigate the social consequences of happiness. For this purpose, we examined the effect of happiness on the formation of adolescents' peer relationship. A total of 241 Korean junior high school students completed a happiness questionnaire consisting of subjective well-being, psychological well-being, self-esteem, and optimism at the beginning of the school year. Four months later, their popularity and social behaviors were measured using self-reports and peer-nomination measures. Happy male students were more likely to become nominated as a preferred friend by their peers at the end of the semester; happy females were evaluated by their peers as being more creative than others. Happy adolescents also viewed themselves as being more sociable, popular, and having more leadership than others. Overall, the findings imply that happiness also have positive social consequences in highly collectivist cultural settings, such as Korea.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.6 no.1
• /
• pp.90-99
• /
• 1995

This study was intended to investigate the effects of shyness, which is regarded as one of the former and comprehensive factors of social anxiety disorder, on interpersonal relationship. Particularly, the relations among Social Skill Factor, Motivation Factor, and Shyness were examined in order to verify a conventional belief('the most shy people have both low social skill and high motivation.') 497 middle school students(231 males and 266 females) in seoul were administrated with Snyder's Self-Monitoring Scale and Shyness Scale, and Peer-Group Popularity was measure. The results are : 1) the lower social skill is and hight Motivations is the more he or she is shy. 2) influence of Social Skill Factor is greater than that of Motivation Factor. 3) interaction effect among sex, shyness, and peer-group popularity was found.

• Journal of Families and Better Life
• /
• v.25 no.4
• /
• pp.43-55
• /
• 2007

The Purpose of this study was to investigate the ecological variables on adolescent's sociometric popularity. Independent variables were organism(sex, age, aggression, self-esteem, impulsiveness, prosocial behavior, dominance), microsystem(parenting style, family support, friends relationship, teacher support), mesosystem(family-peer relationship, family-school relationship), and exosystem(positive community environment, social support of extended family, school's policy). The subjects were 835 - 1st and 2nd graders of two middle and two high schools in Daegu. Adolescent's sociometric popularity and ecological variables were measured with questionnaire. Adolescent's sociometric popularity was measured with sociometric popularity questionnaire. Organism variables were measured with sex, age, aggression, self-esteem, impulsiveness, prosocial behavior and dominance questionnaire. Microsystem variables were measured with parenting style, family support, friends relationship and teacher support questionnaire. Mesosystem variables were measured with family-peer relationship and family-school relationship questionnaire. Exosystem variables were measured with positive community environment, social support of extended family and school's policy questionnaire. The data analyzed by frequency, percentage, mean, cronbach's $\alpha$, and multiple regression. The major findings were as follows: First, adolescent's sociometric popularity was affected by age, overt aggression, academic self-esteem, social self-esteem, and impulsiveness of organism variables. Second, adolescent's sociometric popularity was affected by mother's affectional parenting, mother's control parenting, and attachment to friends of microsystem variables. Third, adolescent's sociometric popularity was affected by family - peer relationship and family - school relationship of mesosystem variables. Fourth, adolescent's sociometric popularity was affected by appraisal support of extended family, after-school activity, and circle activity of exosystem variables.

• The Korean Journal of Elementary Counseling
• /
• v.11 no.1
• /
• pp.21-33
• /
• 2012

This study examined the differences of academic achievement by social status types through sociometry. This study analyzed 201 students in grade 6 in S elementary school. The social status is classified by 7 (popular, average, rejected, aggressive-rejected, submissive-rejected, neglected, controversial) with academic achievement of each type as dependent variables to figure out the relation between social status types and academic achievement. To classify 5 social status types, a sociometry program developed by Ahn, Ie-Hwan (2007) was used, 2 social status types was classified with experimental condition, and its dependent variable was the score by subjects in the mid-term exam of the 1st semester in 2011. The average values of humanities courses (Korean and social studies) and natural science courses (math and science) were compared by both sexes and 7 social status types. The reference group was average group. As a result, as to male students, N type had the highest score both in humanities courses and natural science courses while C type had the lowest score in both groups. As to female students, P, N, C types had the highest score in both groups with similar range while R type had the lowest score in both groups. This result demonstrates that the academic achievement of students had relatively high relevance with social status. and also, suggestion that how teachers can do to enhance the academic achievement of elementary school students.

• The Korean Journal of Elementary Counseling
• /
• v.10 no.2
• /
• pp.167-184
• /
• 2011

This study has investigated how five peer status groups that were selected by a social skills scale exhibit different peer relationship problems by means of averages, standard deviations, and profile analysis. Social skills scale developed by Yi-Hwan Ahn(2007) and the inventory of peer relationships by Hae-Won Jung(2007) were administered to 551 fifth and sixth graders in 9 elementary schools located in Gyungnam province, and averages and standard deviations of 5 peer status groups' peer relationship problems were explored. Also in order to see if differences exist among 8 sub-scales in the inventory of peer relationships according to the peer status, an average profile of scores was represented by a graph and multivariate analysis was carried out. The main results of the study are as follows. First, statistical analysis of 551 cases included in the study showed the children were distributed into the Average group(319, 57.9%), the Popular group(111, 29.1%), the Rejected group(70, 12.9%), the Controversial group(41, 7.4%), and the Neglected group(10, 1.8%), in that order. Second, as a result of comparing average scores for each measure in the inventory of peer relationships according to the peer status group, a significant difference was found to exist according to a child's peer status. The Popular group showed the lowest scores in Too Controlling, Hard to be Supportive, the Cold, and Non-Assertive among the 5 peer status groups whereas the Rejected group showed the highest scores in Social Avoidant, Non-Assertive, and Too Responsible. Third, marked differences according to the peer status group were found. The Popular group showed the lowest profile among the peer status groups whereas the Rejected group had the highest profile. In the sub-scales of the peer relationship problems, the Rejected children showed a significantly higher level of Socially Avoidant and Non-Assertiveness in comparison to the Popular children, which implies the Popular children group has lower levels of peer relationship problems than the other groups.

• Korean Journal of School Psychology
• /
• v.17 no.2
• /
• pp.223-241
• /
• 2020

The purpose of this study was to explore the latent profiles of social achievement goals and to investigate the differences in peer status (perceived popularity, social preference) and aggression (overt, relational, cyber) among those profile groups. Social achievement goals and cyber aggression data was acquired through self-reporting, and perceived popularity, social preference, and overt and relational aggression were assessed through peer nomination. Applying the latent profile analysis(LPA) to 1,239 elementary school students, three distinct groups of social achievement goals were identified: a development-oriented achievement goal group, an average social goal group, and a overall-high social achievement goal group. Using logistic regression analysis, the relationships between the latent group, peer status, and aggression were examined. The result indicated that the higher the social preference, the lower the probability of belonging to the 'overall-high social achievement goal group'. And the higher the cyber aggression, the lower the probability of belonging to the 'development-oriented achievement goal group'. In addition, the higher the relational aggression of the second time, the higher the probability of belonging to the 'overall-high social achievement goal group' as compared to the 'average social goal group'.

• Science of Emotion and Sensibility
• /
• v.11 no.2
• /
• pp.271-284
• /
• 2008

With an assumption that the view point of a given society and time on facial attractiveness can be inferred by analyzing popular stars' faces, the cross-cultural differences in the physical measures of Korean and foreign stars were investigated. A classification model of affective facial impressions was used to obtain the physical measures of the faces and classifying them into a face-type category. The number of face images analyzed in the study were 297 in total: 94 Korean stars, and 203 foreign stars. The results show that the common characteristics found in the cross-cultural analyses of Western and Eastern stars was a sharp face.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.11 no.1
• /
• pp.124-143
• /
• 2000

Objectives：The primary purpose of this study is to understand the psychopathology of the victims of school violence in terms of early psychosis. By doing this, the early detection of psychosis among the victims is possible, and early detection may lead to early intervention. Methods：Two-thousand and nine-hundred seventy two students from 16 middle schools in Seoul were asked to fill out questionnaire comprised of popularity and intellectual and school status of Piers-Harris Children's Self Concept Inventory, Symptom Check List-90-Revised, and Ostracism Scale. The subjects whose scores upon Ostracism Scale were higher than average by two standard deviation were labeled as ‘Repelled and Isolated group', and subjects whose scores on popularity were significantly lower than average and whose scores on psychoticism of SCL-90-R were higher than average were defined as 'tentative early psychosis group'. Odds ratios were calculated from the numbers of subjects with and without high psychoticism scores and high ostracism scores. On the subjects of 'tentative early psychotic group', we examined every clinical characteristic and conducted correlation analysis and regression analysis in order to find out the risk factors and to construct theoretical model that explains the psychoticism scores. Results：The results were as follows：1) Total 157(5.3%) subjects were rated significantly higher on ostracism scale, and among them, 47 subjects(29.9%) were rated significantly higher than average on psychoticism scale, while only 50 subjects among 2,135 students who were rated within normal range showed significantly higher score on psychoticism scale. Odds ratio for psychotic group of isolated group were 17.82 and it was statistically significant. 2) Forty-seven subjects(31 boys, 16 girls) who were rated as they were unpopular and rejected from peers had significantly higher psychoticism scores. They were not significantly different from simply high psychoticism subjects in anxiety, social anhedonia scale, magical thinking, obsessivecompulsive symptoms, phobic anxiety, psychoticism, somatization, but showed higher ostracism scores and paranoid tendencies. Among school violence victims, who rated themselves unpopular and showed higher psychoticism scores, the psychoticism scores were mainly explained by anxiety, depression, hostility, interpersonal sensitivity, obsessive-compulsive symptoms, paranoid tendency, somatization scales($r^2=0.93$). Conclusion：Thus, it can be concluded that the subjects with higher ostracism score have the substantially high risk for psychosis development. By these results, we propose that school violence victims with anxiety, depression, hostility, interpersonal sensitivity, obsessive-compulsive symptoms, paranoid tendency, somatization should be tested individually considering school adjustment, attentional deficit, concept formation problems.