• Korean Journal of Child Studies
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• v.20 no.3
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• pp.171-182
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• 1999

This study examined the relations between parents' reactions to their preschool child's negative emotions, coping styles, and peer acceptance. Subjects were 250 5-year-old preschoolers and their parents. Instruments were the Coping with children's Negative Emotions Scale, and coding strategies checklist and peer rating scales for children. Data were analyzed with the SPSS PC + program. Parent's emotion-focused reactions, encouragement of expression and problem-focused reactions were positively associated with both peer acceptance and child coping styles whereas parent's distress, and punitive and minimizing reactions were associated with lower Peer acceptance and child coping styles of venting, denial, aggressive action, and avoidance. In child coping styles, problem solving was positively associated with peer acceptance while aggressive action anti venting were associated with a lower level of peer acceptance. Problem solving tended to be positively associated with peer acceptance, whereas aggressive action and venting tended to be associated with lower level of peer acceptance. (4) There was a statistically significant relations among parent's reactions to preschoolers' negative emotions, preschoolers' coping styles, and peer acceptance. There were the positive relations among parent's supportive reactions preschoolers' coping styles of problem solving and seeking support, and peer acceptance.

• Korean Journal of Human Ecology
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• v.2 no.2
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• pp.17-28
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• 1999

The purpose of this study was to investigate the effects of children's individual characteristic on peer acceptance. The subjects were 234 6th grade elementary school children in Kwangju, Korea. The Questionnaires were used to collect the data on peer acceptance and social behavioral trait, physical attractiveness, demographic variables and the school achievement grade assessed by their teachers. The results were as follows : 1. Peer acceptance score, school achievement grade, prosocial behavior score, appearance score and physical attractiveness tend to be above the median scores. Aggression behavior score and withdrawal score tend to below the median scores. 2. The effect of individual characteristic variables on the peer acceptance found all significantly. 3. The influence of prosocial behavior, physical attractiveness, withdrawal behavior, aggressive behavior and school achievement grade on peer acceptance were found significantly. Prosocial behavior was the most influential variable on peer acceptance.

• Korean Journal of Child Studies
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• v.17 no.2
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• pp.33-45
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• 1996

The relationship of shyness, interpersonal adjustment, and peer acceptance to loneliness in children was examined in a sample of 279 fifth and sixth graders (135 boys and 144 girls) and their teachers. Loneliness and shyness were rated by children themselves and interpersonal adjustment and peer acceptance by their teachers. Shyness and interpersonal adjustment were found to be predictive of peer acceptance, in which interpersonal adjustment had a greater effect than shyness. Shyness and peer acceptance were found to be predictive of loneliness, in which shyness had a greater effect than peer acceptance. Shyness appeared to have a direct impact on loneliness, whereas for interpersonal adjustment, the relation to loneliness was mediated by peer acceptance. The more shyness and the less interpersonal adjustment they have, the less peer acceptance they have, which results in more loneliness. More attention and research are needed for shyness as well as loneliness in the area of social development of children.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.229-239
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• 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.

• Educational Technology International
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• v.20 no.1
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• pp.57-81
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• 2019

This study aimed to investigate effects of peer feedback types and feedback acceptance levels on academic achievement in project-based learning. The participants were 70 middle-school students taking an English course. They were divided into corrective and suggestive feedback groups. These participants were asked to create user-created content (UCC) as an individual task and provide peer feedback on a peer's UCC in the same type of feedback group. Results showed that there were significant differences in academic achievement according to peer feedback types (corrective vs. suggestive) and feedback acceptance levels (high vs. low). In particular, the suggestive peer feedback group had higher academic achievement than the corrective peer feedback group. Moreover, the group with a high level of feedback acceptance gained higher academic achievement than the group with a low level of feedback acceptance. Moreover, there was an interaction effect between peer feedback types and feedback acceptance on academic achievement. These results indicate that peer feedback types and feedback acceptance should be considered for effective peer feedback activity. These findings provide practical implications for the design and implementation of peer feedback activity in project-based learning.

• 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.

• Korean Journal of Human Ecology
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• v.23 no.3
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• pp.409-420
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• 2014

The purpose of this study was to explore the effects of mother-child interaction and child's social behaviors on child's peer acceptance. Participants were 108 4- to 5-year-old preschoolers(58 boys, 50 girls) and their mothers. Data were analyzed by descriptive statistics, correlation analysis and stepwise multiple regression analysis. The major findings are summarized as follows: (1) mother-child interaction are generally correlated with child's peer acceptance. And child's prosocial behavior was positively correlated with child's peer acceptance, whereas child's aggressive behavior, asocial behavior and hyperactive-distractible behavior were negatively correlated with child's peer acceptance. (2) The most influential factor on child's peer acceptance was child's experience in session, the next influential factor was child's hyperactive-distractible behavior and the last influential factor was asocial behavior.

• Journal of Families and Better Life
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• v.14 no.2
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• pp.241-252
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• 1996

This study was designed to analysis a causal modeling between peer acceptance of children and the related variables. The subjects were 430 5th and 6th elemantary school children. Using questionnares data on peer acceptance aggression & withdrawal behavior rated by same-sex peers and mother-child attachment were gathered,. For the statiscal analyses multiple regression and path-analysis were used. The results show social behavior that effects peer acceptance is influenced by not only aggresive behavior but also withdrawal behavior, Peer acceptance was not affected directly by mother-child attachment and paternal education while academic achievement affected peer acceptance indirectly. Therefore children's peer acceptance is mainly determined by social behavior as well as academic achievement.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.85-97
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• 2001

This study examined the effects of mother's support and peer acceptance on children's domain specific self-esteem and the moderating effects of best friend's support. The subjects were 272 $4^{th}$ and 349 $8^{th}$ grader in Chin-ju. Data were analyzed by the SAS/PC+ program, including Cronbach's ${\alpha}$, Pearson's correlation, multiple regression and two-way ANOVA. Findings were that peer acceptance had a higher influence on academic-general self, peer-related self, physical-appearance self, personality self and physical-competence self than did mother's support. Mother's support had a higher influence on home self than did peer acceptance. Best friend's support and mother's support interacted with children's physical-appearance self and physical-competence self. Best friend's support and peer acceptance interacted with student's peer-related self.

• Journal of the Korean Home Economics Association
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• v.48 no.6
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• pp.17-30
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• 2010

The purpose of this study was to investigate the effects of young children's temperament, emotional intelligence, social behavior and mother's personality traits, and management strategy of peer relations on peer acceptance. Subjects were 412 5-years-old children and their mothers in Busan. The children responded to the Peer Nomination Inventory to assess peer acceptance and their teachers completed the EAS(Emotionality, Activity, Sociability), to assess the emotional intelligence and social behavior of the children. Mothers completed Eysenck Personality Questionnaire for personality traits and the Parental Involvement Checklist. Data was analyzed with descriptive statistics, Pearson's correlation, and simple and multiple regression analyses. The results showed that emotional intelligence of young children had a relatively significant effect on peer acceptance, followed by personality traits of mother's extraversion, the temperament of activity, and the management strategy of mediation-supervision. In conclusion, young children and their mother's variables have a complex, rather than simple, effect on peer acceptance of the children.