• 아동학회지
• /
• 제35권2호
• /
• pp.63-84
• /
• 2014

The purpose of this study was to explore the effects of parental differential treatment and social support perceived by adolescents with siblings with special needs on their self-esteem and internalized problems. The subjects comprised one hundred 12- to 18-year-old adolescents with siblings with special needs. The major results of this study were as follows. First, there were significant differences in adolescents' self-esteem by participation in support programs for siblings of children with special needs. Second, there was no significant effect of parental differential treatment on adolescents' self-esteem. Third, there was a significant effect of social support (family, friends, and teachers) on adolescents' self-esteem. Fourth, there was no effects of paternal differential parenting on adolescents' internalized problems. However, there was a significant effect of differential maternal affection on adolescents' internalized problems. Fifth, there was a significant effect of social support, especially in terms of support provided by friends, on adolescents' internalized problems. In conclusion, social support and differential maternal affection both have an important role in adolescents' self-esteem and internalized problems.

• 한국환경교육학회지:환경교육
• /
• 제23권1호
• /
• pp.50-63
• /
• 2010

This study is a qualitative case study aiming at understanding and finding out influential factors and barriers when school teachers choose Environmental Education as their Creative Discretionary Activities. To do this, this study focuses on the process of two teachers' choices of the Creative Discretionary Activities in two other elementary schools. The results of this research are follows. Two teachers' choices are affected by several influential factors, divided into external factors and internal factors. External influential factors include culture of school and education, media, chief education officers, parents and school. Internal influential factors are teachers' value and philosophy of education, teachers' experiences, teachers' capacity. These influential factors' forces aren't the same with each other. These influential factors, are influenced by educational, social, national, local, and school level indicated by Taylor et al's (1974) classification criterion. Especially, however, Korea's particular educational environment focusing on university entrance examination strongly affects teachers' choice. School factors also has a big strong effect on teachers' choice. Among others internal actors are the most serious influential factor affecting on teachers' choice.

• 아동학회지
• /
• 제22권3호
• /
• pp.229-239
• /
• 2001

This study investigated the relations among children's strategies in peer conflict situations, social behavior and children's peer acceptance. Eighty-seven kindergarteners were asked about their strategies in response to 8 hypothetical peer conflict situations. Classroom teachers completed the social behavior rating scale to evaluate children's behavioral characteristics. Children's peer acceptance was measured by peer acceptance rating scale. Results indicated that children's strategies for responding to peer conflicts and their social behavior correlated with peer acceptance, although the linkages were different for boys and girls. Furthermore, children's strategies correlated with their social behavior.

• 아동학회지
• /
• 제22권3호
• /
• pp.17-29
• /
• 2001

In this study, children's representation of attachment was assessed by the Attachment Story Completion Task(Bretherton, Ridgeway, & Cassidy, 1990) administered to 101 5-to 6-year-old children(56boys, 45girls). Teacher-child relationship and social competence were evaluated by a questionnaire administered to preschool teachers. Based on the children's representation of attachment in their narrative responses to the story stems, 56.4% of the children were classified as having secure, 22.8% as insecure-avoidant, and 20.8% as insecure-disorganized attachments. Children with secure representation of attachment exhibited more social competence and fewer behavioral problems in the child-care setting than children with insecure representation of attachment. This study showed that the child's internal model of attachment formed from experience with caregiver is capable of transmitting social relationships outside the home.

• 아동학회지
• /
• 제17권1호
• /
• pp.213-226
• /
• 1996

The aim of this study was to investigate the relationships of mothers' authoritative and authoritarian childrearing attitudes to their 5-year-old children's attachment representations and to teacher-rated social competence. The sample consisted of 69 mothers and their 5-year-old children from intact families. Children were interviewed to assess the quality of their attachment representations using Slough & Greenberg's(1990) version of the Separation Anxiety Test(SAT). Mothers were administered the Childrearing Practices Report Q-sort(Block, 1965) and filled out questionnaires regarding their childhood experiences, their marital relationship and their psychological well-being. In addition, teachers rated children's social competency in school settings using Kohn's(1972) Social Competence Scale. Hierarchical multiple regression showed that mothers' high scores on affective components of authoritative parenting and low scores on authoritarian attitudes are closely associated with children's secure attachment as well as teacher-rated social competence.

• 아동학회지
• /
• 제26권4호
• /
• pp.173-188
• /
• 2005

To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.

• 아동학회지
• /
• 제36권5호
• /
• pp.59-74
• /
• 2015

The purpose of this study was to examine effects of self-control and social support (e.g., parents, peer, teachers) on bullying victimization and perpetration among early adolescents. 377 youths (11-14 years of age) from elementary and middle schools participated in the study. The data from these subjects were analyzed using the SPSS 18.0. The results of this study may be summarized as follows. There were differences by gender on bullying victimization and perpetration. Among boys, the factors influencing bullying victimization were social support from close friends and self-control. Among girls, the factors influencing bullying victimization were social support from parents and self-control. The factor influencing bullying perpetration was self-control for both boys and girls.

• 아동학회지
• /
• 제32권3호
• /
• pp.43-57
• /
• 2011

This study examined preschoolers' compliance and noncompliance as it related to maternal behavior, child gender and age, and social context. The subjects were 213 preschool children in Seoul. Data were collected via questionnaires reported by mothers and teachers. The results of correlation analysis and a series of repeated measures ANOVA revealed that mothers' coercive parenting was associated with lower committed compliance and ignorant noncompliance. It was also found that the 5-year-olds studies showed higher committed compliance in moral situations whereas the 6-year-olds showed higher situational compliance in conventional situations. Noncompliance was more common among the 5-year-olds than the 6-year-olds. It was also found that girls exhibited higher compliance than boys in both moral and conventional contexts. The results were discussed in terms of a developmental perspective.

• 아동학회지
• /
• 제28권5호
• /
• pp.91-108
• /
• 2007

This study investigated the attachment representation, self-perception, and social competence of preschoolers of interracial families in rural areas. Participants were 60 3- to 5-year-old preschoolers with Korean father-other Asian national mother group and 91 3- to 5-year-old preschoolers with Korean father-Korean mother group in rural areas. Results were that 58% of preschool children of interracial families were securely attached, 30% were insecure-disorder type, and 12% were insecure-avoidance type. Preschool children of interracial families were rated by their teachers as showing more withdrawn behaviors and prosocial behaviors than preschool children of Korean parents. A sex difference in the interracial family group showed boys with more withdrawn behaviors than girls.

• 아동학회지
• /
• 제31권1호
• /
• pp.83-99
• /
• 2010

This study examined whether children's self-esteem has a mediating effect upon the need for peer approval in terms of both depression and social competence. The participants of this study were 393 5th graders in Seoul and Gyeonggi-do. The children filled out questionnaires on the need for peer approval, self-esteem and depression. Teachers were asked to rate the levels of the children's social competence. Data were analyzed by means of structural equation modeling. Our results indicated that self-esteem mediated effects of the need for peer approvals on children's depression. Children who sought positive approval from peers had higher self-esteem, which in turn lowered the level of children's depression. Children who avoided negative approval from peers had lower self-esteem, which in turn contributed to children's depression. However, self-esteem did not have a mediating effect upon the need for peer approval in terms of children's social competence.