• 가정과삶의질연구
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• 제25권4호
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• pp.43-55
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• 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.

• 아동학회지
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• 제37권3호
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• pp.53-68
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• 2016

Objective: This study examined the relationships between negative affect, social support, and career maturity among adolescents. Methods: The participants in this study comprised 260 $1^{th}$ junior high school students in a Seoul metropolitan area. They completed questionnaires on level of negative affect, social support, and career maturity. Data were analyzed by means of basic descriptive statistics, Pearson's correlations, and multiple and hierarchical regression analyses. Aiken and West's method was used to determine the interactive model's modality. Results: The major findings were as follows: First, negative affect was negatively correlated with social support and career maturity. Social support was positively correlated with career maturity. Second, significant interaction effects were found between negative affect and social support on career maturity; that is, for male students, significant interaction effects were found between negative affect and social support (parent support) on career maturity (career determinacy/career independence). For female students, significant interaction effects were found between negative affect and social support (peer support) on career maturity (career confidence/career readiness/career determinacy/career independence). Conclusion: These results suggest the need to intervene in relation to social support (parent support/peer support) and to improve career maturity among adolescents.

• 한국심리학회지:학교
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• 제16권2호
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• pp.89-110
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• 2019

본 연구는 학업반감에 영향을 미치는 내외적 보호 및 위험요인으로서 학습자개인, 부모, 교우, 교사 관련변인의 상대적 영향력을 검증하기 위해 실시되었다. 서울, 인천, 경기 소재 8개 고교에 재학 중인 수능 1개월 전 고등학교 3학년생 총 1,015명(여학생 57.3%)을 대상으로 상관분석 및 위계적회귀분석을 실시한 결과는 다음과 같다. 상관분석 결과, 교사학업압력은 학습자의 기본심리욕구, 교사자율성지지, 교사지지, 교우지지와 유의한 상관을 보이지 않았으며 이외의 모든 변인은 서로 유의한 상관을 보였다. 위계적회귀분석 결과, 최종적으로 학습자 개인의 유능성과 자율성, 부모의 학업적지지 및 교사의 정서적 지지는 학업반감에 대한 보호요인으로, 부모학업압력은 위험요인으로 작용하는 것으로 나타났다. 특히, 교우지지는 교사요인 투입시부터 유의한 영향력을 잃는 것으로 드러났으며, 학습자개인의 기본심리적욕구 투입시 교사의 자율성지지 효과는 사라지고 교사지지의 영향력만이 강화되는 것으로 밝혀졌다. 본 연구는 그동안 기존 연구들에서 본격적으로 다루어지지 않은 학업반감에 대해 구체적으로 밝히고 관련 변인들의 상대적 영향력을 검증하여 향후 학업반감 연구의 기초를 마련하였다는 데에 의의가 있다. 마지막으로 이에 대한 한계 및 학교상담에서의 개입전략과 관련한 함의점, 후속 연구에서의 방향성 등을 제시하였다.

• 환경위생공학
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• 제24권4호
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• pp.90-101
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• 2009

The purpose of this study was to identify the factors influencing hope in female high school students. The participants were 207 female high school students who were selected from 2 schools located at Province J. The data was collected from September, 2 to 24 in 2009, by self report questionnaires. The data was analyzed using descriptive statistics, t-test, one-way ANOVA, Duncan, Pearson's correlation coefficients and stepwise multiple regression, with the SPSS /WIN 13.0 program. Hope in female high school students differed by economic state and school record. Hope in female high school students positively correlated to task difficulty preference, self-regulatory efficacy, self-confidence, teacher support and peer support. Self-regulatory efficacy, peer support and self-confidence accounted for 34.7% of hope in female high school students. This study showed that self-regulatory efficacy, peer support and self-confidence should be considered in developing a practical nursing intervention program to increase hope in female high school students.

• 대한가정학회지
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• 제47권7호
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• pp.1-12
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• 2009

This study examined emotion regulation, parental support, supervision, psychological control and marital conflict and victimization by peer harassment that affect children’s behavioral problems. The sample consisted of 412 fifth and sixth grade children. Statistics and methods used for the data analysis were percentage, frequency, Cronbach’s alpha, Factor analysis, t-test, Pearson’s correlation, and multiple Regression. Several major results were found from the analysis. First, girls had more internalized behavioral problems than boys. No sex difference was found in externalized behavioral problems. Second, boys’ and girls’ internalized and externalized behavioral problems showed positive correlations with maladaptive emotion regulation and parental psychological control. Boys’ and girls’ internalized behavioral problems and girls’ externalized behavioral problems showed negative correlations with parental support, but positive correlations with parentral marital conflict and victimization by peer harassment. Girls’ internalized and externalized behavioral problems showed negative correlations with parental supervision. Third, maladaptive emotion regulation was the most important variable predicting boys’ and girls’ externalized behavioral problems and girls’ internalized behavioral problems. Victimization by peer harassment was the most important variable predicting boys’ internalized behavioral problems.

• 아동학회지
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• 제13권2호
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• pp.175-188
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• 1992

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem solving skills. 4-6 graders (N=170) completed the Social Support Appraisals Scale(SSAS) and social problem solving skills task. The SSAS is a 31-item measure that taps the child's perceptions or appraisals of family, peer, and teacher support. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the child's behavioral and academic adjustment. Hierarchical multiple regression analyses and graphic display were used to analyze the data. The major findings were that (1) The results for parent-rated problems supported a stress-buffering model for family support and problem solving. (2) The results for teacher-rated problems were consistent with the stress-buffering model of social support. (3) The results for grade-point average supported a main effect model for problem solving. peer support, and family support. In addition, teacher support had the strongest stress-buffering effect on grade-point average.

• 아동학회지
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• 제16권1호
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• pp.197-210
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• 1995

The purpose of this study was to investigate the relationship between social support and perception of self-confidence in children by grade, sex, and other related variables. The subjects were 136 third-graders, 143 sixth-graders, and 161 eighth-graders in public schools located in Pusan. Instruments were Harter's Self-Perception Profile for Children and the Social Support Appraisal Scale (SSAS). The SSAS is a 31-item measure that taps children's perception of family, peer, and teacher support. The data were analyzed by frequency, percentile, ANOVA, Scheffe test, Pearson's correlation, and multiple regression. The main results showed that (1) children in 6th and 8th grades perceived higher peer support than children in 3rd grade, (2) except for social acceptance, the children in higher grades perceived themselves lower in self-competence than the children in lower grades, (3) there was a positive relationship between children's perception of self-competence and social support, and (4) the variables which influenced children's self-perception were, in descending order: socioeconomic status(${\beta}=.52$), age(${\beta}=.21$), social support(${\beta}=.10$). These three variables explained 38% of the children' self-perception.

• 한국심리학회지:학교
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• 제17권1호
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• pp.65-86
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• 2020

본 연구에서는 청소년의 가족기능과 자존감의 관계에서 자기분화가 매개역할을 하는지 살펴보고, 또래지지가 이러한 매개효과를 조절하는 조절된 매개효과를 갖는지 확인하기 위해 조절된 매개모형 분석을 실시하였다. 이를 위해 경기도 내의 4개 고등학교에 재학 중인 학생 522명을 대상으로 가족기능, 자기분화, 자존감, 또래지지를 측정하였다. 측정한 결과는 SPSS 21.0과 PROCESS를 활용하여 분석하였고, 매개효과, 조절효과, 조절된 매개효과를 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 상관분석의 결과, 가족기능, 자기분화, 자존감, 또래지지는 유의미한 수준의 정적 상관관계가 나타났다. 둘째, 또래지지의 조절된 매개효과를 검증한 결과, 가족기능과 자존감의 관계에서 자기분화는 부분매개효과가 나타났다. 구체적으로는 가족기능은 자기분화 수준을 높이고, 높아진 자기분화수준은 자존감을 향상시키는 데 기여한다. 다음으로, 가족기능과 자기분화의 관계에서 또래지지는 자기분화를 촉진하는 조절효과가 나타났다. 또래지지가 높을수록 가족기능이 높으면 자기분화가 더욱 증가하였다. 마지막으로, 자기분화의 매개모형과 또래지지의 조절모형을 결합한 또래지지의 조절된 매개모형을 검증한 결과, 가족 기능과 자존감의 관계에서 자기분화의 매개효과를 또래지지가 조절하는 조절된 매개효과가 확인되었다. 또래지지가 높을수록 가족기능이 높으면 자기분화가 증가하였고, 높아진 자기분화가 자존감을 더욱 높였다. 본 연구의 의의는 다음과 같다. 첫째, 가족기능과 자존감의 관계에서 자기분화의 매개역할이 확인됨으로써 가족기능과 자존감의 관계가 보다 명확해졌다는 점에서 의의가 있다. 둘째 가족기능과 자기분화의 관계에서 또래지지의 조절역할이 확인됨으로써 자기분화를 촉진할 수 있는 기제를 찾았다는 점에서 의의가 있다. 셋째, 가족기능과 자존감의 관계에서 나타난 자기분화의 매개효과가 또래지지의 수준에 따라 달라지는 조절된 매개효과가 확인됨으로써, 자존감을 촉진할 수 있는 기제와 그 경로를 발견했다는 점에서 연구의 의의가 있다.

• 영어어문교육
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• 제15권2호
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• pp.1-25
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• 2009

The purpose of this study is to explore the potential of peer coaching for EFL teachers' professional development. For this study, 12 college teachers in Korea participated in a 10-week program. They were 7 males and 5 females, ranging in age from 24 to 37 years. Data were collected through semi-structured interviews. Reflective analysis was used to analyze individual interview data. From the findings, two significant categories of peer coaching were identified: positive and negative responses to peer coaching experience. However, the overriding themes that emerged from the data were the benefits of peer coaching. The participants were almost unanimous in their acknowledgement of the advantages of peer coaching, such as reflective support through other's eyes, improved working environments, greater teaching strategies, higher professional self-esteem, and awareness of self-directed learning. Negative responses also appeared, mostly in regard to the working principles of implementation; the major issues of difficulties were time management, complexities of implementation procedure, stress and personal vulnerability, and relative lack of reflection and feedback skills. Demonstrating the participants' experiences towards the peer coaching program, this study provides EFL teachers with useful insights into peer coaching as an effective tool of their professional development.

• 아동학회지
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• 제23권3호
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• pp.65-78
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• 2002

This study investigated causality in children's emotional intelligence and sociodemographic variables, including family structure, number of siblings, home environment and peer group variables. Subjects were 301 elementary and junior high 11-and 13-year-olds and their mothers. Instruments were questionnaires from the Children's Emotional Intelligence Scale. Data analysis was by Pearson's r, Cronbach's ${\alpha}$, multiple regression and path analysis. Results showed that the variables that affected emotional recognition directly were age, sex, mother's education, economic status of the home, number of siblings, and emotional support of peers. Variables that affected emotion regulation directly were sex, economic status of the home, emotional support of peers, and common activity. Variables that affected emotional facilitation of thinking directly were age, sex, emotional support of peers, and common activity.