• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.111-126
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• 2017

Objective: The purpose of this study is to investigate the moderating role of Ego-Resilience between Peer Attachment and Mobile Phone Dependency in late adolescence. Methods: The participants were 2056 third year high school adolescents (1,041 boys and 1,015 girls) from the Korea Youth Panel Study (KYPS), a national representative of Korean Children and adolescence. Hierarchical Regression was used for data analysis. Results: First, the correlation between peer attachment, ego-resilience and mobile phone dependency were all significant. Second, ego-resilience takes the role of moderator for mobile phone dependency. In detail, ego-resilience relieves the mobile phone dependency caused by 'peer relationships' or 'conflict in peer relationships. Conclusion/Implications: Ego-resilience was found to control the relationship between peer attachment and mobile phone dependency. Therefore, in order to lower the dependence of mobile phones in adolescents with low peer attachment, a program that can enhance ego-resilience is needed.

• Korean Journal of Childcare and Education
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• v.15 no.5
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• pp.69-86
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• 2019

Objective: This study aimed to provide a systematic understanding of children's peer initiative and peer acceptance and to offer specific information to increase young children's social competence. Methods: Participants were 235 5-year-old children from six child care centers in Sejong City. The participants were interviewed to measure the peer acceptance of children attending the same class. Also, a survey was conducted on their teachers to measure children's peer initiative and the relationship with them. The collected data were analyzed by hierarchical regression using the SPSS 21.0 program. Results: The results showed that significant main effects of friendly and unfriendly peer-initiatives on peer acceptance were found. The effects of teacher-child relationships and their moderating effects, however, were partial; only main influences of close relationships and the interaction effects between peer-initiatives and close relationships were significant. That is, the relationships between improper initiatives and low acceptance levels among peers were more intense when children established conflict relationships with their teacher. Conclusion/Implications: We found that close teacher-child relationships play moderating roles on the pathway from peer initiative to peer acceptance as a protective risk factor for children.

• 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.

• Human Ecology Research
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• v.53 no.6
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• pp.629-640
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• 2015

This study examined the effect of interparental conflict and parent-child conflict on overt aggression in upper elementary school students and investigates if children's father-child conflict or mother-child conflict mediated the effect of interparental conflict on overt aggression. The participants of this study were 532 of fifth to sixth graders from three elementary schools located in Seoul and Gyeong-gi province. Participants were asked to respond to a written questionnaire to measure research variables of the Peer Conflict Scale, the Conflict Tactics Scales, and the Conflict Behavior Questionnaire. Data were analyzed by descriptive statistics and hierarchical multiple regression. Mediating effects were examined using analysis procedures of Baron and Kenny. The major findings were as follows: first, the level of interparental conflict and parent-child conflict of both mothers and fathers in upper elementary school students increased the level of overt aggression. Second, parent-child conflict of both mothers and fathers in upper elementary school students partially mediated the relation between interparental conflict and overt aggression. Higher levels of interparental conflict resulted in higher levels of parent-child conflict, and the subsequently higher frequency of overt aggression in upper elementary school students.

• Human Ecology Research
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• v.51 no.3
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• pp.293-306
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• 2013

The aim of this study is to examine the effects of the story sharing activity on-conflicting situations by the use of children's story on the theory of mind and peer competences of preschoolers so that appropriate teaching materials can be allocated for the actual preschool education site. The subjects of this study were 46 preschoolers under the age 4 at the attached kindergarten of P University in Pohang City, Gyeongbuk and in which 23 children among them were assigned to a test group and the other 23 to a control group. The collected data was analyzed by SPSS ver. 15.0 program and Cronbach's ${\alpha}$ coefficient was yielded to verify the reliability for each scale. The multivariate analysis of covariance (MANCOVA) was conducted. The analysis results are as follows. First, the story sharing activity on conflict situations by using children's story had a significant effect on the preschoolers' general appearance and actual task as sub-factors of the theory of mind, whereas no significant effects were found regarding the content change task and position change task. Second, the story sharing activity on conflict situations by using children's story had significant effect on the preschoolers' overall sensitivity, insecurity and pro-sociability as sub-factors of the peer competences, whereas no significant effects were found regarding the aggression, exclusivity and anti-sociability.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.1-15
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• 2010

The purpose of this study was to analyze the teacher-child relationship as it is self-conceived by teachers in regards to children's peer-competence and self-regulation and to also examine how the teacher-child relationship affects peer-competence and self-regulation. 17 teachers were surveyed using the Student-Teacher Relationship Scale, Peer-Competence Scale and Self-Regulation Scale in regard to approximately 270 children (aged 4-5 years old). Our results indicated that the pro-sociality, sociality, and leadership qualities of child peer-competence correlated positively with the friendliness of teacher-child relationships but correlated negatively in cases of conflicts within the teacher-child relationship. The factors of self-appraisal, self-determination and behavior inhibition of child self-regulation were found to be positively related with the friendliness of teacher-child relation but related negatively with presence of the conflict within the teacher-child relationship. It was also found that sociable and self-determinative children tended to be on more friendly terms with teachers.

• Korean Journal of Child Studies
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• v.17 no.2
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• pp.195-206
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• 1996

The purpose of this study was to observe differences in peer competence by children's personality and to investigate the relationship between peer competence and characteristics of children from poor families. The subjects were 79 parents and their 4- to 6-year-old children at a kindergarten in Seoul. The instruments were Iannotti's facial drawings cards, vignettes, "roster and rating" the Family Environment Scale (FES) and the Family Expressiveness Questionnaire (FEQ). The main results of this study were that girls from poor families had higher levels of peer competence than boys. There was a significant correlation between the peer competence of the children in poverty and family characteristics. The children's gender, knowledge of emotion, and mother's negatively dominant conduct were the factors that indicated children's behavior in peer competence. Family conflict and mother's emotional conduct did not relate to children's knowledge of emotion.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.21-32
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• 2010

The purpose of this study was to investigate the effects of the family and peer relationships on adolescents' self-esteem. The subject of this study were 563 students of second grade of middle school who reside in Bucheon, Geonggi-Do and 532 self reported questionnaires were used for final analysis. The findings of this study suggested that there was no significant difference between male and female adolescents in self-esteem. Second, adolescents' self-esteem were associated with relationship with parents, parental supervision, interparental conflict, friendship quality and peer victimization. Male adolescents' self-esteem was affected by peer victimization, relationship with parents, friendship quality. Female adolescents' self-esteem was affected by relationship with parents, friendship quality and peer victimization.

• 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.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.79-90
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• 2002

This study investigated age and sex differences in aggression by quality of peer relationships in 331 adolescents, 11 or 14 years of age in 6 public schools in Seoul. They completed 2 self-reported questionnaires. All subjects were divided into 3 groups by level of aggression. Highly aggressive adolescents had significant vulnerability in peer relationships as contrasted with mid- and low- aggressive groups. They reported more egocentricity, conflict, rejection, and less emotional support from peers. Fourteen-year-old reported more intimacy, more emotional support, and less physical aggression than 11-year-olds. Boys showed much more egocentricity and perceived more rejection than girls. Boys displayed more physical aggression to persons and girls showed more angry expressions. The findings suggest that various intervention programs should be provided for peer relationships of high aggressive adolescents.