• Korean Journal of Child Studies
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• v.12 no.1
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• pp.38-51
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• 1991

This study investigated (1) the relation of aggressiveness to the outcome of conflict, intentional attribution, predicted response, and (2) friendship as a variable affecting intentional attribution and predicted response. The subjects are 78 fifth grade boys selected from a public elementary school located in Seoul. The children were individually tested by the researcher who read the items to the child. Dodge and Somberg's aggression questionnaire and Dodge and Frame's conflict outcome of ambiguosly intended stories were modified for use in this study. The instigator of aggression in the stories was classified as friend or non-friend and aggressive non-friend or nonaggressive non-friend. Two-way analyses of variance involving one between-subjects factor (aggression of subject) and one within-subjects factor (instigator combination) were performed on children's responses to three of the scales (hostile, neutral, positive). The results show that (1) there were differences in intentional attribution to the children's aggressiveness, regardless of the friendship status of the instigator, and (2) the predicted response to aggressiveness varied with type of instigator.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.77-86
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• 1996

This study examined the relation between aggression and intelligence in young children. The WPPSI-R was administered to 165 children 3 to 7 years of age. The teacher and the parent separately rated each child's level of aggressive behavior on the same 10 item questionnaire. There was no relationship between aggression and intelligence. However, the aggression scores correlated with age and sex. Thus, intellectual ability is not directly related to aggressive behavior in young children. The implication of these results and the shortcomings of this research were discussed.

• Korean Journal of Child Studies
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• v.24 no.5
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• pp.27-41
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• 2003

Data for this study on computer game immersion were collected from 538 1st through 6th grade students with the use of questionnaires. Instruments included the computer immersion scale, and the self-concept, social avoidance and anxiety, aggression, and impulsiveness scales. Results showed that boys were more involved in computer games than girls, and 6th graders were more immersed than 1st through 5th graders. Self-concept, social anxiety, aggression, and impulsivity differed by degree of computer game immersion. Aggression was the most powerful explanation of computer game immersion. Children higher in impulsivity and social anxiety were more involved in computer games. Children higher in self-concept were less involved in computer games.

• Journal of Families and Better Life
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• v.18 no.1
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• pp.1-16
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• 2000

The purpose of this study was to explore marital violence from a communication perspective. A total of 352 marital couples in Pusan completed a structured questionnaire. The major findings were as follows: 1,. Husbands and wives reciprocally inflicted psychological aggression and physical violence. But husbands were more to inflict sexual violence and injury toward their wives. 2. When husbands have more the distractor and the blamer of communication style. they inflicted more physical violence toward their wives. When wives have more the blamer of communication style they inflicted more psychological aggression and physical violence toward their husbands. 3, Housbands inflicted psychological aggression toward their wives when husbands experienced child abuse from their parents. husbands inflicted physical violence toward their wives when husbands have the distractor of communication style experienced witness of spousal violence between father and mother and experience of scho l violence experience in the middle and high school. Wives inflicted psychological aggression toward their husbands when wives experienced witness of spousal violence between father and mother and have the blamer of communication style. Wives inflicted physical violence toward their husbands when wives experienced child abuse from their parents.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.125-136
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• 2010

The purposes of this study were to examine the effects of narrative therapy group counseling on children's dysfunctional beliefs and levels of aggression. The subjects were 20 students in grade 5 who had been randomly assigned to an experimental group and a control group. The experimental group was treated with narrative therapy group counseling. The experiment was performed over 10 sessions for 10 weeks. In order to test the experimental effects, post testswere administered after treatment. The results were analyzed by means of MANOVA. The findings of the study were as follows : Compared to the control group, the experimental group experienced a significant reduction in dysfunctional beliefs and levels of aggression.

• Journal of the Korean Home Economics Association
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• v.44 no.10
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• pp.101-108
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• 2006

The purpose of this study is to determine the effect of marital conflict on children's social relationship. The subjects were 1,600 elementary school students in A city of Kyungpook. They were surveyed by questionnaire and the data from 1,436 (89.8%) respondents were analysed. The results of the questionnaires were analyzed by person correlation analysis and multiple regression analysis. The results were as follows As a result of the correlation between marital conflict and social relationship factors, there was a correlation in verbal aggression and violence, which are sub-factors of marital conflict. Between the sub-factors of marital conflict, verbal aggression negatively affected the closeness of sub-factors of parent-child relationship. Between the sub-factors of conflict, verbal aggression and violence negatively affected the peer social skills of children. Between the sub-factors of marital conflict, verbal aggression and violence negatively affected the school interest of the children.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.209-224
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• 2009

This study examined the development of children's perceptions of popular and unpopular peers. Subjects were 784 children in kindergarten, $2^{nd}$, $4^{th}$, and $6^{th}$ grades. Research findings were that : (1)socio-metric popularity and perceived popularity correlated positively with athletic ability, academic ability, and prosocial behavior. Whereas two subtypes of aggression(physical aggression and relational aggression) correlated negatively with sociometric popularity, perceived popularity correlated positively with relational aggression in 6th grade. (2)Social behaviors consistently emerged across developmental periods as predictors of popularity. (3)Academic ability was an important characteristic of popular children. (4)Teachers' praise and punishment affected popularity in kindergarten and $2^{nd}$grade children, but peer effect was more important for $4^{th}$ and $6^{th}$graders.

• Journal of Families and Better Life
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• v.24 no.1 s.79
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• pp.181-192
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• 2006

This study investigated the effects of children's gender, parental divorce, and children's perception of parenting behaviors on children's behavior problems. The subjects were 80 children in divorced families(46boys and 34girls) and 74 children in non-divorced families (37boys and 37girls). They completed questionnaire assessing perception of parenting behaviors and their teacher rated K-CBCL(withdrawal, depression/anxiety, aggression). Results were as follows. First, children in non-divorced families perceived their parenting behavior more positively. Second, boys had more behavior problems such as depression/anxiety and aggression than girls. Third, children in divorced families had more behavior problems such as withdrawal, depression/anxiety, and aggression than children in non-divorced families. Fourth, children's withdrawal was affected by parental divorce and children's perception of parenting behaviors, and children's depression/ anxiety and aggression were affected by parental divorce and children's gender.

• Journal of Families and Better Life
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• v.30 no.2
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• pp.189-196
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• 2012

The purpose of this study was to investigate trajectories of relational aggression in preschool children. The latent growth curve model was used to examine relational aggression in 3 to 5 year olds. The participants were 3-year-old children recruited from preschools and daycare centers. The children's verbal ability was assessed by interview and teachers completed measurements of negative emotionality and relational aggression. The findings suggest that relational aggression decreased during the preschool years. Gender, language ability, and negative emotionality showed positive effects on the initial level of relational aggression. Moreover, gender and negative emotionality had negative effects, however, language ability had positive effects on the change rate of relational aggression.

• Korean Journal of Human Ecology
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• v.23 no.3
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• pp.379-393
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• 2014

This study aimed to investigate how child neglect abuse by parents, children's intimacy with teachers and peer attachment influenced boys' and girls' psycho-social maladjustment(aggression, social withdrawal and depression). The subjects were 2,264 elementary school students(boys: 1,180, girls: 1,084) in upper grades participating in the Korea Child Youth Panel Surveys. The data were analyzed with descriptive statistics, correlations and hierarchical regressions. The main results of this study were as follows. Firstly, regardless of children's sex, as child abuse levels by parents are higher, so children's aggression levels are higher. Also, children's intimacy with teachers and peer attachment moderated the effects of child neglect abuse by parents on both boys' and girls' aggression. But the patters of moderating effects were differed in children's sex. Secondly, child neglect abuse by parents didn't influence boys' and girls' social withdrawal and boys' peer attachment moderated the effects of child neglect by parents on boys' social withdrawal. Finally, child abuse by parents strongly influenced boys' depression, but child neglect by parents strongly influenced girls' depression. Also, there were no moderating effects of children's intimacy with teachers and peer attachment on the relation between child abuse neglect by parents, and boys' and girls' depression.