• Human Ecology Research
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• 제55권4호
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• pp.433-440
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• 2017

The purpose of the research was to examine the moderating effects of children's prosocial behavior on a potential relationship of attention-deficit/hyperactivity disorder and peer rejection as well as friendship. Participants consisted of 252, 3 year old including 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyeonggi province and Incheon city. Prosocial behavior and attention-deficit/hyperactivity disorder syndrome were assessed based on teacher ratings. A peer nomination inventory was used to assess peer rejection and friendship. Children were asked to nominate three peers that they liked and considered friends as well as three peers that they did not like and did not consider friends. Findings suggested that prosocial behavior moderated the relation between attention-deficit/hyperactivity disorder and peer rejection as well as friendship. ADHD was related to peer rejection and fewer friends for children with lower levels of prosocial behavior. However, the association of attention-deficit/hyperactivity disorder and peer rejection was not significant for children who had higher levels of prosocial behavior. Moreover, attention-deficit/hyperactivity disorder did not influence to friendship for children who had the higher levels of prosocial behavior. The results indicate that increasing prosocial behavior may improve peer relationship functioning of children with attention-deficit/hyperactivity disorder.

• 아동학회지
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• 제22권4호
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• pp.85-97
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• 2001

This study examined the effects of mother's support and peer acceptance on children's domain specific self-esteem and the moderating effects of best friend's support. The subjects were 272 $4^{th}$ and 349 $8^{th}$ grader in Chin-ju. Data were analyzed by the SAS/PC+ program, including Cronbach's ${\alpha}$, Pearson's correlation, multiple regression and two-way ANOVA. Findings were that peer acceptance had a higher influence on academic-general self, peer-related self, physical-appearance self, personality self and physical-competence self than did mother's support. Mother's support had a higher influence on home self than did peer acceptance. Best friend's support and mother's support interacted with children's physical-appearance self and physical-competence self. Best friend's support and peer acceptance interacted with student's peer-related self.

• 대한가정학회지
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• 제50권5호
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• pp.91-100
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• 2012

The purpose of this study was to examine the effects of children's representations of mothers and peer competence on preschool adjustment. 102 preschoolers (47 boys and 55 girls, aged 4-5) participated in this study. The data were analyzed using descriptive statistics and structural equation modeling analysis. The results were as follows: Firstly, children's representations of mothers had a direct effect on peer competence. Secondly, peer competence had a direct effect on preschool adjustment. Thirdly, children's representations of mothers did not directly affect preschool adjustment, but their representations of mothers did indirectly affect preschool adjustment, through peer competence. In conclusion, children's representations of mothers and peer competence influence preschool adjustment.

• Human Ecology Research
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• 제51권6호
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• pp.583-590
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• 2013

The purpose of this study was to examine the effects of parental abuse and neglect, as well as that of children's peer attachment, on mobile phone dependency. Data were obtained from the Korean Child-Youth Panel Survey (KCYPS), and the participants were 1,892 (909 boys, 983 girls) elementary students (5th graders) who had a mobile phone. To measure the variables, this study used such scales as the parental abuse and neglect scale, peer attachment scale, and mobile phone dependency scale. The data were analyzed using descriptive statistics, Pearson's correlation, and structural equation modeling analysis. The results of the study were as follows: First, parental abuse and neglect had direct negative effects on children's peer attachment; that is, the more parental abuse and neglect, the less children's peer attachment. Second, parental abuse and neglect had direct positive effects on mobile phone dependency; that is, the more parental abuse and neglect, the greater children's mobile phone dependency. However, children's peer attachment did not directly affect mobile phone dependency; that is, children's peer attachment did not have a mediating effect between parental abuse and neglect, and mobile phone dependency. In conclusion, parental abuse and neglect influence children's peer attachment and mobile phone dependency. Thus this study showed that parental abuse and neglect, rather than children's peer attachment, affect children's mobile phone dependency.

• 가정과삶의질연구
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• 제32권3호
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• pp.147-156
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• 2014

The purpose of this study was to investigate the moderating effect of negative emotionality on the association between mother-child intimacy and peer acceptance based on differential susceptibility model. According to differential susceptibility model, negative emotionality and difficult temperament is potential differential susceptibility factors. The participants were 3-year-old children recruited from preschools and daycare centers. Teachers completed measurement of negative emotionality. Peer acceptance was measured by peer nomination. Mother-child intimacy was reported by mothers. The results presented that negative emotionality significantly moderated the relation between mother-child intimacy and peer acceptance only for boys. For boys with high level of negative emotionality, mother-child intimacy significantly predicted peer acception. However, for boys with low level of negative emotionality, mother-child intimacy did not associate with peer acception. For girls, negative emotionality did not significantly influence the association between mother-child intimacy and peer acceptance. These findings support differential susceptibility hypothesis that vulnerable children are susceptible to positive parenting effects.

• 대한가정학회지
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• 제42권4호
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• pp.29-43
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• 2004

The purpose of the current study was to investigate peer conflict situations and age differences in preschoolers' emotional behavior of happiness, sadness, and anger. Participants were twenty-two 3-year-olds and twenty 5-year-olds, and each pair of the same age interacted in two standardized conflict situations: object possession conflict and behavioural/interpersonal conflict. Participants' emotional behaviors of happiness, sadness, and anger were obsewationally coded through facial expression, verbal intonation, gesture, and physical contact. Preschoolers expressed more sadness and anger emotional behavior in object possession conflict than in behavioural/interpersonal conflict. In object possession conflict, 3-year-olds expressed more anger emotional behavior than 5-year-olds did. In behavioural/interpersonal conflict,5-year-olds expressed more happiness emotional behavior than 3-year-olds did.

• 영어어문교육
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• 제13권2호
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• pp.91-108
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• 2007

This study investigates learners' perception on their engagement in rating activities in the EFL essay-writing context. The current study aims to address the answers to the following research questions: 1) What attitude do students show about their participation in the rating tasks? and 2) which of three aspects (e.g. the degree of rating experience, the exposure to English composition instruction and learning, and proficiency level) significantly influences learners' rating activities? 104 EFL learners participated in the rater training session. After participants finished rater training session, they rated three sample essays and peer essays using the given scoring guide. Based on the analysis of survey responses that students made, students showed positive attitude toward their engagement in rating tasks. For research question 2, only L2 writing proficiency seriously affected students' perception on the rating tasks. Advanced level of subjects did not feel stressed by a grade of peers as low level of subjects did. They were also critical about the benefits of self- and peer-assessment, suggesting that a peer's feedback on their own essay was not so useful and that a self-rating does not fully help learners identify their writing proficiency.

• 영어어문교육
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• 제17권4호
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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.

• 한국심리학회지:학교
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• 제16권2호
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• pp.111-128
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• 2019

본 연구의 목적은 청소년의 완벽주의적 자기제시와 또래관계 질의 관계에서 자기수용이 어떠한 영향을 미치는지 알아보고자 하였다. 이를 위해 중학생 261명을 대상으로 설문을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 완벽주의적 자기제시와 또래관계 질에서 자기 수용이 완전 매개하는 것으로 나타났다. 즉, 완벽주의 자기제시는 자기수용을 통해서만 또래 관계 질에 영향을 미치는 것으로 나타났다. 둘째, 완벽주의적 자기제시와 또래관계 질 관계에서 자기수용의 조절효과가 유의한 것으로 나타났다. 자기수용 수준이 낮은 집단에서는 완벽주의적 자기제시가 또래관계 질에 미치는 영향이 통계적으로 유의하지 않았으나, 자기수용 수준이 높은 집단에서는 완벽주의적 자기제시 수준에 따라 또래관계 질이 더 많은 영향을 받는 것으로 나타났다. 이에 따라, 본 연구는 청소년의 완벽주의적 자기제시와 또래관계 질의 관계에서 자기수용의 매개 및 조절효과를 검증함으로써 청소년의 자기수용 향상을 위한 상담 및 교육적 접근의 필요성을 시사한다.

• 한국정보처리학회:학술대회논문집
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• 한국정보처리학회 2021년도 추계학술발표대회
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• pp.359-362
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• 2021

자기 주권 신원 증명 기술인 DID가 강력한 인증 수단으로 떠오르고 있다. 이런 DID 기술을 사용한 DIDComm은 중앙을 거치지 않는, 사용자끼리의 통신(P2P)을 가능하게 만들어 주며, 이는 강력한 보안을 제공해 준다. 본 글은 DIDComm 기술을 활용한 P2P 메신저에 대해 작성하였다. 이를 활용한 메신저는 사용자 간의 높은 보안을 가진 통신을 제공해 줄 수 있으며 앞으로의 인터넷 시대, 메타버스 시대에서 주목할 만한 기술이다.