• Korean Journal of Child Studies
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• v.30 no.6
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• pp.195-208
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• 2009

The main body of research literature on peer relations has focused on its effects on children's psychosocial and emotional development from preschool period to adolescence. Topics of the research generally consist of peer acceptance/rejection, friendships, and peer victimization. In the review of domestic and international research conducted since late 1990, research trends and issues are described in this paper. Findings suggest some measures in interventions, prevention, and policies in promoting positive peer relations. Some social skill trainings are needed for children to react appropriately in peer relations and get along with their peers. In addition, there is a need for differentiation of the intervention programs by participants' roles in bullying situations and gender of children. Moreover, a longitudinal research is required to enhance the understanding of developmental changes in peer relations.

• Journal of the Korean Home Economics Association
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• v.49 no.6
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• pp.1-12
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• 2011

This study investigated prevalence rates and differences in social behaviors, psychosocial adjustments, and language ability of preschool children who engaged in bully/victim subgroups: aggressive victims, passive victims, bullies, and non-involved. The participants were 297 preschool children and their teachers in Jeju City. The teachers measured children's peer victimization, social behaviors, and teacher-child relationships. Children's language ability and self-concept were also assessed by individual interview. There were significant differences in social behaviors, psychosocial adjustments, and language ability among the bully/victim subgroups. Aggressive victims included in a high risk group characterized by a high level of aggression, ADHD, peer rejection as well as conflicted relationships with teachers. Moreover, they had limited language ability. The findings highlight behavioral heterogeneity among the bully/victim subgroups in early childhood.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.91-106
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• 2001

This study examined relationships between peer variables and externalizing behavior problems of 290 4th and 5th grade children in elementary school. The children completed the Friendship Quality Scale and the peer nomination questionnaire. Parents and teachers rated behavior problems of children using the Connors' Rating Scale. Results indicated that rejected children had more behavior problems than popular, average, or neglected children. Socio-emotional supports from a close friend and satisfaction with the friend were negatively related to behavior problems. Behavior problems were mainly predicted by low peer acceptance, and behavior problems of rejected children were negatively and strongly related to socio-emotional supports of a close friend. In conclusion, peer rejection was a risk factor and a friend's support was a protective factor for externalizing behavior problems in 4th and 5th graders.

• Journal of the Korean Home Economics Association
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• v.40 no.1
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• pp.113-124
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• 2002

This study examined the relationships of children's peer competence with maternal parenting styles and children's emotion regulation. Thirty boys and thirty-one girls in 3 to 6 years of age and their mothers participated. Mothers responded to Parental Acceptance-Rejection Questionnaire(Hwang, 1997), and teachers rutted each child using Peer Competence Scale(Park & Rhee, 2001) and Emotional Intelligence Scale(Lee, 1997). Mothers'acceptive parenting style and children's abilities to regulate emotion were positively related to children's peer competence. Children's emotion regulation rather than mothers' parenting styles predicted peer competence.

• Journal of the Korean Home Economics Association
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• v.36 no.6
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• pp.27-40
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• 1998

The purpose of this study was to examine the role of children's characteristics, family environment and child care quality in socio-emotional development of children among dual-worker families. The sample consisted of 138 children aged 5-7 and their parents. Descriptive statistics, t-tests, correlation analysis, one-way ANOVAs, and stepwise regression were used to analyze data. Results showed that there were significant sex differences in children's temperament and popularity. Mother's marital satisfaction had a negative correlation with peer rejection. Low maternal role conflict and child's age had effects on children's self-perception. Moreover, sex and age of the child, mothers' responsive parenting, number of teachers in the classroom were significant predictors for children's peer rejection.

• Journal of the Korean Home Economics Association
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• v.40 no.1
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• pp.23-35
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• 2002

The purpose of this study was to examine the personal, familial, school and peer characteristics related to adolescents' runaway drive. The 259 subjects were selected from high school student in the city of Daegu. The major findings of study were as follows: 1. In respect of personal characteristics, the more runaway drive was, the lower self-esteem was and the higher anxiety, depression, and impulsive mind was. 2. In respect of familial characteristics, the more runway drive was, the lower family cohesion and family adaptation was and the higher the degree of parents' rejection was. And the higher runway drive was, the higher degree of child abuse and interparental conflict. 3. In respect of school characteristics, the more runway drive was, the lower school adaptation was. 4. In respect of peer characteristics, the more runway drive was, the higher degree of delinquency of peer.

• Journal of Families and Better Life
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• v.30 no.5
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• pp.49-58
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• 2012

This study investigated the prevalence of mutual antipathy in peer groups and the distribution of mutual antipathy with same- and opposite-gender peers. Moreover, psychosocial maladjustment was compared between children with mutual antipathies and children with no mutual antipathies. The subjects, 520 children in the fifth and sixth grades completed peer nominations that assessed mutual antipathy, social behavior, peer victimization. and friendship. In addition, teachers assessed children's internalizing and externalizing problems. The results indicated that 23.5% of the children had one or more mutual antipathy. Compared to children with no antipathy, those with antipathy had different psychosocial adjustment. When including children who received at least one rejection nomination, having a mutual antipathy was associated with maladjustment for girls, but not for boys.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.191-205
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• 2008

This study explored gender differences in social status, acceptance/rejection, perceived popularity, social emotions, avoidance and anxiety by participant roles in bullying situations. Subjects were 215 6th grade children. Instruments were the Participant Roles (Sutton & Smith, 1999), Peer Nomination (Coie & Dodge, 1983 Cillessen & Mayeux, 2004), Social Avoidance and Social Anxiety (Franke & Hymel, 1984) scales. Results showed that more boys than girls were in pro-bullying participant role groups; more girls than boys were in outsider groups. Boy pro-bullies were high in social rejection. Boy defenders were high in popularity and low in social avoidance. Boy outsiders had high social anxiety. Girl victims had low social status, low social acceptance and lowest perceived popularity; they were high in social avoidance and social rejection.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.107-121
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• 1999

This hypothesis of this study was that individual risk variables (behavior problems) compounded by social risk variables (peer rejection) would place children at risk for victimization by peers. Subjects were 385 boys and girls in 3rd and 5th grade. Data were collected with questionnaires. As predicted, behavior problems (both internalizing and externalizing) were more strongly related to victimization when children were rejected by peers than when they were accepted. These results illustrate the principle that individual risk variables depend on social context.

• Journal of the Korean Home Economics Association
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• v.37 no.1
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• pp.91-108
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• 1999

The purpose of this study was to investigate the correlation between children's perceptions of interpersonal relations (parents, family, and peers) and those of self, and to examine how the perceptions are related ot problem-solving and social preference. The subjects of this study were 625 children of 5th and 6th grade in 4 primary schools in Taejon City. Results showed positive correlations among four measures of social perceptions (to parents, to family, to peer, and to self). Therefore we have found generalization among children's representations across four interpersonal domains-that is, parents, family, self, and peer. Children's problem solving-behaviors were most significantly related with parents/family domains among interpersonal relationships. In the case of boys, direct path between the perceptions of parents/family and problem solving-behavior was significant, whereas girls' perception of parent/family was associated with problem solving-behavior both directly and indirectly, through girls' perceptions of self and peer. Social preference was highly correlated with perceptions of peer and of father. This study has found that both boys' and girls' peer representations were established for the role as mediators between parents/family representations and peer ratings of social preference. These findings revealed that the impact of family representations on peer rejection was mediated by children's beliefs about their peers.