• 한국산학기술학회논문지
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• 제20권7호
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• pp.485-496
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• 2019

본 연구의 목적은 지역아동센터 이용 청소년의 부모-자녀 대화, 또래애착, 센터교사만족도, 자아탄력성, 자아존중감, 진로정체감 간 구조적 관계를 탐색하고, 성별에 따른 잠재평균 및 구조모형의 경로계수의 크기 차이를 검증하는 것이다. 지역아동센터 아동패널조사 2기 패널 4차 조사(2017년)의 청소년 438명이 분석 대상이다. 첫째, 구조모형 분석 결과, 또래애착 및 센터교사만족도는 자아탄력성과 자아존중감에 정적 영향을 미치는 반면, 부모-자녀 대화는 자아탄력성, 자아존중감에 영향을 미치지 않는 것으로 확인되었다. 그리고 또래애착 및 센터교사만족도는 자아탄력성, 자아존중감을 매개로 진로정체감에 정적 영향을 미치는 완전매개효과가 확인되었다. 둘째, 잠재평균분석 결과, 남학생이 여학생보다 자아탄력성, 자아존중감이 더 높은 반면, 여학생이 남학생보다 부모-자녀 대화 정도가 더 많은 것으로 나타났다. 셋째, 다집단 경로계수 크기 차이 검증 결과, 남학생은 여학생보다 또래애착이 자아탄력성과 자아존중감에 더 많은 영향을 미치며, 여학생은 남학생보다 센터교사만족도가 자아탄력성에 더 많은 영향을 미치는 것으로 나타났다. 본 연구결과는 지역아동센터 이용 청소년의 진로정체감을 향상시키기 위해서는 사회적 지지 체계를 통한 자아탄력성과 자아존중감을 높이는 것이 필요하며, 이때 성별에 따른 차별적 특성을 고려한 접근이 필요함을 시사한다.

• 한국산학기술학회논문지
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• 제20권6호
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• pp.448-459
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• 2019

본 연구는 유아의 또래 상호작용 유형에 대한 유아의 내적 변인(성별, 기질, 발달)과 환경적 변인(교수효능감, 교수-유아 상호작용, 교실환경)의 차이를 알아보는데 목적이 있다. 본 연구를 위해 수집된 자료는 SPSS 22.0 프로그램을 이용하여 기술통계, 신뢰도분석, 상관분석, 군집분석, t-검증을 실시하였다. 이에 따른 결과는 다음과 같다. 첫째, 유아의 또래 상호작용은 유형간 성별에 대한 차이가 나타났다. 둘째, 유아의 또래 상호작용은 유형 간 기질과 언어발달 및 인지발달에 차이가 있었다. 셋째, 유아의 또래 상호작용은 유형 간 환경적 변인인 교수효능감, 교사-유아 상호작용, 교실환경에서 차이가 있었다. 이러한 결과로 유아가 긍정적 또래 상호작용을 할수록 유아의 사회성 기질은 또래 상호작용을 건강하게 유도할 것이며, 언어발달과 인지발달도 긍정적 발달과정으로 유도할 것이라고 사료된다. 또한 본 연구에서는 유아의 또래 상호작용을 살펴봄에 있어서 유아가 소유한 내적 변인에 속하는 성별과 기질, 언어와 인지발달, 그리고 환경적 변인인 교수효능감, 교사-유아상호작용, 교실환경이 지니는 의미를 알아보았다. 또한 유아의 또래 상호작용을 살펴봄에 있어서 긍정적 부정적 또래 상호작용을 세분화하여 구체적으로 알아본 데 그 의의가 있다고 사료된다. 그러나 유아의 개인적 변인과 환경적 변인에 속하는 모든 분야를 살필 수 없어 한정된 범위에서 변인을 결정한 점이 본 연구가 가지는 제한점에 해당되기도 한다.

• 초등상담연구
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• 제6권1호
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• pp.171-191
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• 2007

The purpose of this study is to develop social skill training in order to reduce problematic behaviors and improve peer relations for elementary school students who have ADHD(Attention Deficit Hyperactivity Disorder) and then verify its effectiveness. The problems for this study are as follows: Firstly, is the social skill training for students with ADHD effective in enhancing their self-esteem? Secondly, is the social skill training for students with ADHD effective in reducing their carelessness, hyperactivity and impulsive character? Thirdly, is the social skill training for students with ADHD effective in improving peer relations? Subjects were six 5th grade children who were selected by the ADHD-SC4 at P elementary school in Pyeongtaek. The social skill training consisted of 10 sessions which included forming friendship, recognizing, making friends, solving problems, reeducation and evaluation. Qualitative data were collected through self-esteem inventory, peer-relation test, self-reported scales for children and Conners' Teacher rating score for ADHD children. The collected data were analysed with t-test. Qualitative data were collected though teacher's interview and observation an the children. The results of the study were follows: First, the social skill training did not give a significant effect in enhancing the self-esteem of the children with ADHD. Second, the social skill training had a positive effect in reducing in attentiveness, hyperactivity and impulsive behavior of the children with ADHD. Third, the social skill training did not give a significant effect in improving the peer relations of the children with ADHD. Fourth the qualitative data showed that the social skill training had positive effect in enhancing over all classroom behavior.

• Human Ecology Research
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• 제55권6호
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• pp.567-580
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• 2017

This study explored the influence of adolescent depression on adult media addiction by examining Bronfenbrenner's ecological perspective. The ecological perspective is a useful framework to identify the link between youths' interacting subjects in the ecological environment. It can also be used to understand adolescent problems and addiction behaviors. The current study examined the influence of parents, peers, and teachers on adult media addiction and depression with a focus on micro-systems that have the greatest influence on adolescents among various environmental systems. We analyzed 568 participants who reported exposure to adult media. SPSS 20.0 was used to conduct a descriptive analysis of the data; AMOS 19.0 was used to conduct a confirmatory factor analysis and structural equation model. The results of study are as follows. First, parental abuse and peer alienation significantly increases depression. Second, peer communication significantly decreases depression. Third, parental monitoring and parental affection significantly decreased adult media addiction. Fourth, parental abuse, peer alienation, and depression significantly increased adult media addiction. This study is meaningful in that it examines the influence of parent, peer, and teacher relationships among adolescents on adult media addiction and depression. This study can be helpful to understand adult media addiction and depression among Korean adolescents.

• Human Ecology Research
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• 제51권4호
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• pp.395-401
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• 2013

The purpose of this study is to investigate the moderating effects of language abilities associated with between emotionality, attention deficit hyperactivity disorder (ADHD) and peer play interactions. Two hundred fifty-two participants were 3 year olds, with 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyunggi province and Incheon city. Peer play interaction was assessed by the Penn Interactive Peer Play Scale (PIPPS). Emotionality was measured by Child Behavior Questionnaire (CBQ). ADHD was assessed by teacher ratings of ADHD syndrome. Language abilities were measured by Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI). Teachers completed questionnaires to assess peer play interactions, emotionality, ADHD. The results revealed that language abilities moderated relationships between emotionality and play in isolation. The magnitude of associations between emotionality and play in isolation was greater for high levels of language abilities. Moreover, there were moderating effects of language abilities associated between ADHD and play disruptions. Although ADHD was significantly associated with play disruptions, the association was stronger at the higher levels than the low levels of language abilities. It can be deduced that language abilities of 3 year old children affects the protection factor between emotionality and peer play isolation; whilst, it affects the risk factor on peer play disruptions and ADHD propensity.

• 한국생활과학회지
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• 제21권4호
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• pp.629-647
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• 2012

This study explored what Korean college students, especially preservice teacher in early childhood education, experienced and how they constructed the meanings of experiences about their subject- matter course (early childhood mathematics education) taught in English. One cohort- 20 senior students- majoring in early childhood education in a 4-year university was participated in this study. Using action research method and narrative research method, data were analyzed. The findings were as follows: 1) preservice teacher experienced some difficulties to construrct professional knowledge through English. 2) They challenged to overcome these difficulties through active participation. 3) They got supports from instructor and peer group. 4) They accomplished the course with self-satisfaction. 5) They experienced the conflicts between social requirements and personal needs.

• 영어어문교육
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• 제17권4호
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

• 한국컴퓨터정보학회논문지
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• 제22권10호
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• pp.189-194
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• 2017

The purpose of this study was to find out the necessary conditions and factors what effect as a society member through the students with disabilities to have a positive and mutual peer relationship with their classmates in the school and by them analyzed formation process and elucidate signification. The research method focused on the data summarized and enumerated through the investigation methods such as two in-depth interviews and two observation activities part, and the data which are commonly stated or observed in the data. The results of this study start that the factors of peer relationship formation between children with disabilities and their with non-disabled children are caused by lack of prejudice or lack of awareness. However, continuous cognizance improvement program, teacher's education guidance, the age have presence sense and subject about friend equating idea was mainly shown of school education or local community.

• 한국초등과학교육학회지:초등과학교육
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• 제32권2호
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• pp.113-126
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• 2013

In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through reflective journal writing and discussion after science peer teaching practice. 'Productive reflection' involves consideration and analysis of interrelationships among aspects of teaching including learners and learning, subject matter knowledge, assessment, and instruction. During 8 week efforts, productive reflection has increased gradually in both individual journal and class discussion. However half of individual journals didn't show productive reflection even in the final stage. This implicated that development of reflective thinking is an achievable but progressive change. By describing the progress in discussion and participants' responses on journal writing and discussion activity, this study shed light on practical ways of enhancing reflective teacher education.

• 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.