• 아동학회지
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• 제31권2호
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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.

• 초등상담연구
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• 제4권1호
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• pp.285-310
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• 2005

School adjustment of elementary school children is one of the most important things,sinceitisthebasisofthefuturelife. The purpose of this study was to investigate the relationships between parent-child relationship, peer relationship, teacher-child relationship, and school adjustment of elementary school students. The research topics of the present study were as follows: (1) Is the school adjustment of elementary school students different depending upon the parent-child relationship? (2) Is the school adjustment of elementary school students different depending upon the peer relationship? (3) Is the school adjustment of elementary school students different depending upon the teacher-child relationship in school? (4) Is the school adjustment of elementary school students different depending upon the grade, and sex? 460 students were sampled in Kangwon-do, and 400 were used in the final data analyses, excluding 60 due to the incomplete answering. Parent-child relationship inventory, peer relationship inventory, teacher-child relationship scale, and school adjustment scale were used. Data were analyzed using SPSS(win) 10.1K. The results were as follows: First, elementary school students adjust themselves to the school better when parent-child relationship, peer relationship, and teacher-child relationship are good. Second, teacher-child relationship has the most important effects on the school adjustment, and peer relationship, and parent-child relationship sequentially. Third, 4th graders adjust to the school better than the 6th, and there is no difference between boys and girls in terms of school adjustments. Based on the above results, discussion and implications for the future research and education were as below: First, teachers need to understand children's school adjustments depend upon their human relationships especially upon teacher-student relationships. Second, teachers need to understand students have more difficulties in adjusting to the school when they grow older. Third, teachers have to keep the children positive peer relationship, and parent-child relationship which are important in children's adjusting to the school. Fourth, future researches need nation-wide sampling and more systematized research design in order to generalize the results.

• 컴퓨터교육학회논문지
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• 제7권4호
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• pp.111-120
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• 2004

이 연구의 목적은 컴퓨터 프로그래밍 학습에서 동료지도학습 방법이 학습자의 학업 성취도와 참여한 학생들 간의 교우 관계에 미치는 영향을 조사하는 데에 있다. 이론과 실습이 병행되어 이루어지는 컴퓨터 프로그래밍 언어 교육에서 교사 주도의 강의식 수업은 이론 전달에는 효과적일 수 있지만, 학습자 개개인이 자신의 학습 속도에 적합하게 학습 내용을 이해하고 활용하기에는 한계가 있다. 이러한 한계를 극복하기 위한 한 대안으로, 실업계 고등학생 50명을 대상으로, 프로그래밍 언어 학습에서 동료지도학습을 적용하여 학업성취도와 교우관계의 변화를 조사하였다. 이 연구를 통하여, 동료지도학습이 학습자의 학업성취도와 교우관계의 변화에 긍정적인 영향을 미치고, 컴퓨터 수업의 한계를 극복할 수 있는 대안적인 교수 학습 방법의 하나로 그 가능성을 탐색하였다.

• 가정과삶의질연구
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• 제31권1호
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• pp.99-111
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• 2013

The purpose of this study was to investigate the structural relationships among the related variables of peer relationship. 547 schoolage children's social support, self-esteem, empathy and peer relationship. Subjects of this study were 547 elementary school students residing in Daegu-Si completed questionnaires assessing peer relationship, social support, self-esteem, empathy. The sample variance-covariance matrix was analyzed using AMOS 20.0, and the maximum likelihood minimization function. The goodness of fit was evaluated using the SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. The results were as follow. First, children's social support was found to hadn't direct effect on peer relationship. Second, children's self-esteem, empathy have a direct effect on peer relationship. Third, children's social support have a direct effect on self-esteem, empathy. and children's self-esteem have a direct effect on empathy.

• 아동학회지
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• 제37권6호
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• pp.5-17
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• 2016

Objective: This study focused on the longitudinal associations between self-esteem and peer relationships in Korean adolescents while considering gender and timing-early and late adolescence-differences. Methods: The study made use of data from the Korean Children and Youth Panel Survey. Three waves of data collected from 2,351 adolescents were analyzed by means of autoregressive cross-lagged modeling. Results: The results indicated that self-esteem predicted subsequent changes in peer relationship but not vice versa. Further, the results that longitudinal associations between self-esteem and peer relationships differed between male and female adolescents and between early and late adolescence. Conclusion: The findings revaluated the longitudinal relationship between self-esteem and peer relationships. Both gender and timing should be considered when planning interventions related issues about self-esteem and peer relationships in adolescence.

• 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.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제29권2호
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• pp.40-46
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• 2018

Objectives: The purpose of this study is to evaluate the preliminary effects of the Peer Relationship Enhancement Program in adolescents deemed to be in an at-risk group for Internet and smartphone addiction. Methods: The study group consisted of 33 adolescent participants (24 boys and 9 girls) at risk of Internet and smartphone addiction in small and medium-sized cities. The subjects participated in 8 consecutive sessions of the Peer Relationship Enhancement Program. The Korean Internet Addiction Proneness Scale, the Korean Smartphone Addiction Proneness Scale, the Real-Ideal Self Discrepancy Scale, the UCLA Loneliness Scale, the Peer Intimacy Scale, and the Escaping from the Self Scale were evaluated before the initial and after the final session. A paired t-test was performed to statistically analyze the data. Results: The Peer Relationship Enhancement Program led to a significant decrease (p<0.05) in self-reported measures of The Korean Internet Addiction Proneness Scale, the Korean Smartphone Addiction Proneness Scale, and the Real-Ideal Self Discrepancy Scale. Conclusion: The Peer Relationship Enhancement Program reduces the risk of Internet and smartphone addiction and effectively prevents the associated problems.

• 초등상담연구
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• 제6권1호
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• pp.193-215
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• 2007

The purpose of this study was to identify the effect of the Peer Relationship Program on the school adjustment of Ha-nul with the school maladjustment by peer problems. To achieve this purpose, single subject pretest-pottiest design was implemented for Ha-nul with school maladjustment in the third grade of the elementary school. As for the testing period of this study, this program was carried out one time a week for 10 weeks from Sept 11, 2006 to Oct 13, 2006. Each test lasted for $40{\sim}60$ minutes. To find out changes in the school adjustment of the subject child, the progress in change before and after tests was comparatively analyzed through a Likert-type three-step evaluation scale and presented as tables and graphs regarding the target behavior table. And the school adjustability was calculated in terms of percentage and presented as tables and bar graphs through a Likert-type four-step evaluation scale. Change in the subject Ha-nul's behavior, which was shown in test scenes, was observed and recorded and then Qualitatively analyzed. The following conclusions were drawn from the results of this study: First, the Peer relationship improvement program was effective in the positive influence to the relationship between a teacher in charge and Ha-nul with the school maladjustment This program made a confidence and increased the ability to express one's own ideas and feelings to others. Second, the Peer relationship improvement program was effective in the positive influence to the relationship between schoolfellows and Ha-nul with the school maladjustment This program provided the opportunities to get along with peers naturally and the abilities of a mutual understanding. Third, the Peer relationship improvement program was effective in the partially positive influence to Ha-nul with the school maladjustment. Fourth, the Peer relationship improvement program was effective in the positive influence to follow the school rules by experiencing a role, concession and fairness through the various activities. Fifth, the Peer relationship improvement program was effective in the positive influence to take part in the school event with a self-confidence and cooperation with peers through the various activities.

• 한국생활과학회지
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• 제21권5호
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• pp.915-927
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• 2012

The purpose of this study was to examine the mediation effect of peer attachment on the relationship between children's depression and mother attachment. The respondents in this study were 697 school aged children attending elementary schools in Daegu and Gyeongbuk Province. Questionnaires, which required self-reporting by children, were used to investigate mother attachment, peer attachment and depression. The collected data were analyzed by Structural Equation Modeling(SEM) and Sobel test using AMOS 8.0, and SPSS 15.0. The results of the study were as follows. Structural Equation Modeling(SEM) revealed that peer attachment partially mediated the relationship between mother attachment and depression. First, mother attachment had a direct effect on peer attachment. Second, peer attachment had a direct effect on depression. Third, mother attachment had an indirect effect on depression as a mediated effect of peer attachment.

• 한국생활과학회지
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• 제20권3호
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• pp.611-623
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• 2011

The purpose of this study was to investigate young children's play preferences through observation at their classrooms and to examine the relationship between children's play preferences and their peer competence and peer acceptance. The subjects were 55 four-year-old children from a kindergarten in C city of Chungnam province. The data was analyzed by MANOVA, t-test, and Pearson's correlation. The results were as follows: first, boys and girls showed different play preferences except for language play and science play. Boys were better liked by same-sex peers while girls were better liked by other-sex peers. Second, there were significant correlations among certain play preferences. Block play preferences were negatively correlated with other play preferences. Third, some play preferences were significantly associated with some sub-dimensions of peer competence. Language play displayed a positive relationship to pro-social behavior, but art play showed a negative relationship to leadership. Finally, peer acceptance was positively correlated only with number/manipulation play preferences. Other-sex peer acceptance was positively correlated with number/manipulation play preferences and art play preferences but negatively with block play preferences.