Physical Symptoms, Depression, and Related Factors of Late School-age Children in Seoul, Korea: The Mediating Role of Peer Relationships

Bang, Kyung-Sook,Kim, Sungjae,Kang, Kyungim,Song, Minkyung Elsevier 2018 Journal of Pediatric Nursing Vol.43 No.-

<P><B>Abstract</B></P> <P><B>Purpose</B></P> <P>Recent studies have highlighted the importance of peer relationships on the physical and mental health of late school-age children. However, little is known about the causal relationships whereby peer relationships affect health problems. This study aimed to examine the specific associations between physical symptoms and depression and their influential factors, including the quality of peer relationships. Additionally, the causal relationships were examined, focusing on the mediating role of the quality of peer relationships.</P> <P><B>Design and Methods</B></P> <P>A cross-sectional study design was employed with 302 elementary students in grades four and five. Perceived socioeconomic status, the quality of peer relationships, family functioning, physical symptoms, and depression symptoms were measured with self-report questionnaires. Data were analyzed with descriptive statistics, <I>t</I>-tests, ANOVA, Pearson's correlations, and multiple regression.</P> <P><B>Results</B></P> <P>The number of reported physical symptoms had a significant negative correlation with peer relationships (r = −0.517, p < 0.001) and family functioning (r = −0.279, p < 0.001). Depression was significantly negatively correlated with the quality of peer relationships (r = −0.775, p < 0.001) and family functioning (r = −0.428, p < 0.001). Peer relationships mediated the link between family functioning and physical symptoms. Peer relationships also mediated the relationship between family functioning and depression.</P> <P><B>Conclusions</B></P> <P>Peer relationships significantly influenced the physical and mental health of late school-age children in Korea.</P> <P><B>Practice Implications</B></P> <P>Nursing intervention programs for improving peer relationships among children may be necessary to achieve their optimal health status.</P> <P><B>Highlights</B></P> <P> <UL> <LI> Children's physical and mental health correlated with family function and peer relationships. </LI> <LI> Number of reported physical symptoms negatively correlated with perceived socioeconomic status. </LI> <LI> Peer relationships mediate between family function and both depression and physical symptoms. </LI> <LI> Nursing intervention programs for peer relationships are necessary for children to achieve optimal health status. </LI> </UL> </P>

아버지, 어머니, 교사, 또래 관계가 유아 행복에 미치는 영향

이정미 ( Lee Jungmi ),이지영 ( Lee Jiyoung ) 한국영유아교육보육학회 2022 영유아교육.보육연구 Vol.15 No.1

본 연구의 목적은 아버지, 어머니, 교사, 또래 관계가 유아의 행복에 미치는 영향에 대해 살펴보기 위한 것이다. 연구대상은 경기도 지역 유치원에 재원 중인 만 3, 4, 5세 유아와 부모 208명과 담임교사 34명을 대상으로 설문조사를 하였고 수집된 자료는 상관분석, T검증, 다중회귀분석을 실시하였다. 그 결과 첫째, 아버지, 어머니, 교사, 또래 관계는 유아 행복과 상관이 있는 것으로 나타났다. 둘째, 아버지, 어머니, 교사, 또래 관계는 유아 행복이 높은 상위 집단에서 행복의 점수가 높게 나타났다. 셋째, 유아 행복이 높은 상위 집단은 긍정적 또래상호작용, 또래 관계 중부정적 또래상호작용, 교사 관계, 어머니 관계 순으로 영향을 미치는 것으로 나타났다. 유아 행복이 낮은 하위 집단은 또래 관계 중 긍정적 또래상호작용, 부정적 또래상호작용, 교사 관계 순으로 영향을 미치는 것으로 나타났다. 이는 유아 행복에 있어 긍정적 또래 관계가 가장 많은 영향력이 있다는 것을 제시하고 있으며 또래관계에 대해 새롭게 인식되어야 함을 시사해 주고 있다. This study explores the influence of the father-child relationship, mother-child relationship, teacher-child relationship, and peer relationship on young children’s feelings of happiness. Participants were selected through simple random sampling from kindergartens in Gyeonggi-do. Two hundred eight children aged three, four, and five, their parents, and 34 teachers were chosen as subjects of the study. The collected data were analyzed using correlation analysis, T-test, and multiple regression analysis. The results are as follows: First, the correlations between father-child relationship, mother-child relationship, teacher-child relationship, and peer relationship and young children’s feelings of happiness were significantly positive. Second, happiness scores of the father-child relationship, mother-child relationship, teacher-child relationship, and peer relationship were higher in the groups of young children whose happiness levels were higher. Third, in the group with higher happiness levels, happiness was primarily influenced by positive peer interaction in a peer relationship, followed by negative peer interaction, teacher-child relationship, and the mother-child relationship. In the group with lower happiness levels, positive peer interaction in peer relationships mainly affected their feelings of happiness, followed by negative peer interaction and teacher-child relationships. We therefore conclude that peer relationship is the most influential in young children’s feeling of happiness, and peer relationship should be newly recognized.

학령후기 아동이 지각한 부,모의 공감과 또래관계에서 아동 공감의 매개효과

윤세미 ( Se Mi Yoon ),진미경 ( Mi Kyoung Jin ) 대한아동복지학회 2015 아동복지연구 Vol.13 No.2

The purpose of this study was to confirm the relations among parental empathy as perceived by school-aged children, children’s empathy ability, and peer relationships, as well as to verify the mediating effects of children`s empathy ability on the relationship between parental empathy as perceived by children and peer relationships. The participants were 488 children in the fifth and sixth grades of elementary school. The collected data was analyzed using the SPSS and AMOS 18.0 programs. Structural Equation Modeling (SEM) analysis validated the goodness of the fit of the measurement model by confirmatory factor analysis, considering the errors that could occur in the observed variables that were composed of latent variables. Subsequently, we analyzed the structural relationship model between latent variables. The summary of the results from this study were as follows: First, the father`s empathy, peer relationships, and children`s empathy showed a significant correlation. In addition, the mother`s empathy, peer relationships, and children`s empathy showed a significant correlation. Second, as a result of validation of mediating effects of children`s empathy ability on the relationship between parental empathy perceived by children and peer relationships, it was confirmed that children`s empathy had a mediating effect on the relation between parental empathy and peer relationships. Specifically, the father`s empathy and children`s empathy in peer relationships showed a partial mediating effect, while the mother`s empathy and children`s empathy in the peer relationships showed full mediating effects. This means that the father`s empathy directly influences children`s peer relationships as well as indirectly influences children`s peer relationships through children`s empathy, and means that mother`s empathy indirectly influences children`s peer relationships through children`s empathy. This study confirmed a mediating effect on children`s empathy ability on the relationship between parental empathy as perceived by school-aged children and peer relationships.

유아의 성별 및 형제특성에 따른 부모자녀관계와 또래관계 간의 관계분석

이지영,이정미,이상희 한국아동교육학회 2020 아동교육 Vol.29 No.2

The purpose of this study is to examine the difference in parent-child relationship perceived by parents based on children’s sex and sibling structure and to find a relation between parent-child relationship and peer relationship. The subjects of this study include 207 3- to 5-year-old children of kindergartens in Gyeonggi-do and their parents. The results of the study were as follows: First, when children were boys, there was no significant difference between the parent-child relationship perceived by father and mother. On the other hand, when children were girls, fathers were more satisfied with the role of parents, participated less in parenting, and had more difficulties at discipline than mothers. Besides, in cases of only children or firstborns, no significant difference between father and mother existed, but in cases of laterborns, the discrepancy in participation in parenting and difficulty of discipline was found. Second, there was no meaningful difference between the parent-child relationship perceived by father and mother according to children's sex and sibling structure. In terms of peer relationship, girls appeared to make more positive peer relationship than boys, and sibling feature was not relevant. Third, the parent-child relationship perceived by fathers was positively correlated to girls' positive peer relationships and boys' negative peer relationships, which suggests that the parent-child relationship could affect peer relationships depending on children's sex. Fourth, in cases of only children, mothers’ satisfaction at parenting and positive peer relationship was positively correlated; in cases of firstborns, fathers' parenting participation and positive peer relationship were positively correlated. This suggests that the degree of relationship with parents may affect peer relationships depending on the sibling structures. This study, which inspected the relation between parent-child relationship and peer relationship based on sex and sibling structure, is meaningful in that it figured out that the parent-child relationship differs between father and mother and is related to peer relationships. 본 연구는 경기도 소재 유치원에 재원중인 만 3-5세 유아 207명과 그들의 어머니와 아버지를 대 상으로 유아의 성별, 형제특성에 따라 부모가 인식한 부모자녀관계 수준 차이와 부모자녀관계와 또래관계 간의 관계를 밝히는데 목적이 있다. 연구결과 첫째, 자녀의 성별이 남아인 경우 아버지와 어 머니가 인식한 부모자녀관계 인식 수준에 유의한 차이가 없는 반면, 자녀가 여아인 경우 아버지는 어머니보다 부모역할 만족이 높고, 부모참여도가 낮으며, 훈육에 대한 어려움 정도가 높게 나타났다. 또한 자녀가 외동이거나 첫째인 경우는 아버지와 어머니 간에 유의한 차이가 없고, 둘째이하 자녀에 대해서는 부모참여와 훈육의 어려움에서 인식차이가 나타났다. 둘째, 어머니와 아버지가 인식한 부 모자녀관계 수준은 자녀의 성별 및 형제특성에 따라 유의한 차이가 없었다. 또래관계는 여아가 남아 보다 긍정적 또래관계를 형성하는 것으로 나타났으며, 형제특성에 따라서는 유의한 차이가 없었다. 셋째, 아버지가 인식한 부모자녀관계는 여아의 긍정적 또래관계와 정적상관이 있고, 남아의 부정적 또래관계와 정적상관이 있는 것으로 나타나 자녀의 성별에 따라 부모자녀관계가 또래관계수준에 영향을 미칠 수 있음이 시사되었다. 넷째, 외동자녀의 경우 어머니의 부모역할만족과 긍정적 또래관계가 정적상관을 보이고, 형제 중 첫째 자녀는 아버지의 부모참여와 긍정적 또래관계 간에 정적상관이 나타나 형제특성에 따라 부모와의 관계정도가 또래관계에 영향을 미칠 수 있음이 시사되었다. 본 연구는 성별과 형제특성에 따라 부모가 인식한 부모관계와 또래와의 관계성을 살펴, 부와 모가 동일 자녀에 대해 부모자녀관계에 대한 인식에 차이가 있고, 혈연 외 처음 관계를 맺는 또래와의 관계와도 상관이 있음을 밝히고 있어 부모교육의 새로운 방향성을 제시하고 있다는 데에 의의가 있다.

경청이 또래관계에 미치는 영향-예의지키기와 공감의 매개효과를 중심으로-

유정오 한국화법학회 2022 화법연구 Vol.- No.57

Impact of Listening Well on Peer Relationship -Focused on the Mediating Effects of Courtesy and Empathy-Ryu, Jung O. <Abstract> This study aims to investigate the impact of ‘listening well’ on ‘peer relationship’ and analyze the mediating effects of ‘courtesy’ and ‘empathy’ in the relationship between ‘listening well’ and ‘peer relationship.’ Through this, this study would obtain significant educational implications helpful for the improvement of communication education and peer relationship. The research subjects are 458 fifth and sixth grade elementary school students in Gyeongnam Province. As for the measuring tools, the scale for each variable was employed, which was developed through a preceding study. As for the measuring method, the self-evaluation method was applied. The collected data were analyzed, utilizing Excel and SPSS. The analysis methods used for drawing conclusions include exploratory factor analysis, reliability analysis, correlation analysis, and parametric regression analysis. The results of the tests of the seven hypotheses set in this study are as follows. First, listening well significantly affected courtesy (β=0.425, p<.001, H1 adopted). Second, listening well significantly affected empathy (β=0.596, p<.001, H2 adopted). Third, listening well significantly affected peer relationship (β=0.688, p<.001, H3 adopted). Fourth, courtesy significantly affected peer relationship (β=0.074, p<.05, H4 adopted). Fifth, empathy significantly affected peer relationship (β=0.334, p<.001, H5 adopted). Sixth, listening well significantly affected peer relationship mediated by courtesy (β=0.656, p<.001, H6 adopted). Seventh, listening well significantly affected peer relationship mediated by empathy (β=0.489, p<.001, H7 adopted). In addition, in the relationship between listening well and peer relationship, courtesy and empathy showed partial mediating effects. Hopefully, this study that investigated the ‘impact of listening well on peer relationship mediated by courtesy and empathy’ with elementary school students would help improve communication education and peer relationship. .

만다라를 활용한 집단미술치료가 아동의 분노조절과 또래관계에 미치는 효과

이리다,김경희 한국예술치료학회 2014 한국예술치료학회지 Vol.14 No.2

본 연구는 만다라를 활용한 집단미술치료가 아동의 분노조절과 또래관계에 미치는 효 과를 알아보고자 하는데 있다. 연구를 위해 M시의 지역아동센터를 이용하는 초등학 교 저학년 아동 20명 중 10명을 실험집단으로, 10명은 통제집단으로 구성하였다. 실험 집단과 통제집단에게 사전-사후검사를 실시하였으며, 실험집단은 만다라를 활용한 집 단미술치료를 2014년 2월 4일부터 2014년 2월 28일까지 주 2회 방문하여 매회 60분씩 2회기를 연결하여 실시하였으며 모두 12회기에 걸쳐 실시하였다. 본 연구를 위한 측정도구로는 Morganet(1994)가 제작한 분노조절검사를 남궁희승 (1997)이 초등학교 아동을 대상으로 번안한 분노조절검사와, 홍옥순(1984)이 개발하고 강연희(2008)가 수정한 또래관계 척도를 사용하였으며, Buck(1948)이 개발한 집-나무- 사람(H-T-P) 검사와 Knoff & Prout(1985)가 개발한 동적학교생활화(KSD)를 사용하였 다. 연구결과 분노조절 전체에서 실험집단과 통제집단의 차이가 있었으며(p<.01), 또래 관계의 경우 실험집단에서 전체에서 평균점수가 사전 3.00에서 사후 3.34로 증가하여 또래관계에서도 유용하였음을 알 수 있었다(p<.05). 본 연구를 통해 얻어진 주요 결과 를 요약하면 첫째, 만다라를 활용한 집단미술치료에 참가한 아동들의 분노조절이 전 체적으로 유의하게 향상되었음을 알 수 있었고, 둘째, 만다라를 활용한 집단미술치료 에 참가한 아동들의 또래관계 수준은 유의하게 증진되어 긍정적인 효과가 있음을 알 수 있었다. 이상과 같은 결과를 통하여 만다라를 활용한 집단미술치료가 아동의 분노 조절 향상과 또래관계 증진에 효과가 있음을 확인할 수 있었다. The purpose of this study is to understand how the mandala-applied group art therapy would affect anger control and peer relationship of children. The study conducted its investigation targeting children who were registered in local child-care centers, P, K and N, located in a city, M. Of all those 20 children who have shown interest in joining the program, ten children of P local child-care center and other ten children in K and N local child-care center were divided into an experimental group and a control group, respectively. Both the experimental group and the control group went through a pre-test and a post-test as well and, in terms of the experimental group, they were instructed to visit twice a week to get twelve 60-minute group art therapy sessions. In order to achieve the research goal, the study focused on these problems presented as follows. First, will the mandala-applied group art therapy improve anger control of children? Second, will the mandala-applied group art therapy enhance the children's peer relationship? As for the mandala-applied group art therapy practised in this study, the researcher re-designed the therapy properly as looking into the mandala art therapy of Jeong, Yeo Joo(2013), Choi, Hyo Sook(2012)'s emotional intelligence improvement program focusing on mandala, Moon, Mi Sook (2011)'s group art therapy program to improve anger control using clay and Kang, Yeon Hee(2008)'s emotional intelligence improvement program to enhance peer relationship as well. The researcher designed the content of the program focusing on mandala in order to improve anger control and peer relationship of children. Regarding measuring tools, the study used the anger control scale and the peer relationship scale and, to see how the mandala-applied group art therapy program would influence anger control and peer relationship of the children, the research subjects, the study conducted the pre-test and the post-test targeting both the experimental group and the control group using the scales. SPSS WIN 18.0 non-parametric statistical test program was applied to analyzing changes in anger control and peer relationship, and the changes were verified and confirmed. When it comes to the anger control scale and the peer relationship scale, the study wanted to verify the effects of the program after the group art therapy program was all finished, and because of that, the study had to run the post-test under the same conditions of the pre-test, first, before it began analyzing. The experimental group and the control group were observed to have differences in how they control anger(p<.01) and, in case of peer relationship, the average score of the experimental group increased to 3.34 ex post from 3.00 ex ante, and that proved how useful it can be to peer relationship(p<.05). The key results of the study are summarized as follows. Firstly, it was observed that in general, anger control of the children attending the mandala-applied group art therapy has improved significantly. Secondly, the level of peer relationship of the children joining the mandala-applied group art therapy has increased significantly, and that is considered a proof for positive effects. In the light of what has been learned so far, the study confirmed that the mandala-applied group art therapy is efficient at enhancing children's anger control and peer relationship. In addition, the meditation session at the beginning and end of the mandala activity helped the children experience this internal calm, affecting positively the children when they tried to get confident about themselves as finally finding the core of theirs. In this regard, the study believes that this mandala-applied group art therapy has a progressive influence on the children's anger control and peer relationship.

초등학생의 ADHD 성향 유병률과 ADHD 성향, 환경적 변인들 및 또래관계 간의 관계

송연주(宋娟株) 서울대학교 교육연구소 2014 아시아교육연구 Vol.15 No.4

본 연구에서는 초등학교 4, 5, 6학년 아동 1429명을 대상으로 교사보고 자료에 근거하여 ADHD 성향의 유병률을 알아보고, 아동이 지각하는 교사의 지지, 또래편견, 부모-학교 협력 및 부모-또래 관심을 환경적 변인으로 선정하여, 이러한 변인들과 ADHD 성향 및 또래관계 간의 관련성을 살펴보았다. 이를 위해 빈도분석과 독립표본 t검증 및 중다회귀분석을 실시하였다. 연구 결과, 첫째, ADHD 성향 유병률은 22.32%로 나타났다. 선별된 ADHD 성향 아동을 학년별로 살펴보면 6학년 아동이 가장 많았고, 남학생이 여학생에 비해 약 3:1의 비율로 더 높게 나타났다. 둘째, ADHD 성향 아동과 일반 아동 간에 본 연구에서 선정한 환경적 변인들인 교사의 지지, 또래편견, 부모-학교 협력, 부모-또래 관심 및 또래관계에서 유의한 차이가 나타났다. 셋째, 교사의 지지, 또래편견, 부모-학교 협력, 부모-또래 관심은 ADHD 성향 아동의 또래관계에 영향을 미치는 것으로 나타났다. 본 연구를 통해 ADHD로 진단받진 않았지만 높은 ADHD 성향을 보이는 아동으로 인해 학교 현장에서의 어려움은 더욱 가중되고 있어, 이들을 조기에 발견하여 적절히 개입하려는 노력이 필요함을 알 수 있었다. 또한 ADHD 성향 아동도 ADHD로 진단받은 아동과 유사하게 또래와의 관계에서 어려움을 경험하고 있으며, 이들의 또래관계에는 교사, 또래, 부모와 같은 환경 속 요인들이 영향을 미치고 있음을 확인하였다. 본 연구의 결과에 기초하여 논의 및 함의를 제시하였다. The purpose of this research is to estimate the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) symptoms and to investigate the relationships among ADHD symptoms, environmental factors, and peer relationships in elementary school students. Prevalence for ADHD symptoms was based on teacher-reports (K-ARS) in a sample of 4th, 5th, 6th grade elementary school students. In addition, relationships among ADHD symptoms, environmental variables in terms of teacher support, peer prejudice, parents-teacher relationships, and parents-peer relationships, and peer relationships were investigated. The results were follows. First, prevalence rate of ADHD symptoms was 22.32%, and for gender ranged 31.51% for male and 12.64% for female students. Second, compared to non-ADHD group, ADHD symptoms group displayed lower mean scores on teacher support, parents-teacher relationships, parents-peer relationships, and peer relationships, whereas displayed higher mean scores on peer prejudice. Third, on ADHD symptoms group, teacher support, peer prejudice, parents-teacher relationships, and parents-peer relationships were the predictive variables of peer relationships. On non-ADHD group, ADHD symptoms were also the predictive variable of peer relationships. Through the study, it was revealed that children with ADHD symptoms, who did not diagnose with ADHD, but display high level of ADHD symptoms were increasing, experienced difficulties with peer relationships, and the peer relationships should be understood within their environmental context in which they live, such as school. According to these results, findings and implications are discussed.

초등학교 학습부진아의 교우관계 특성

이규경,이대식 한국학습장애학회 2010 학습장애연구 Vol.7 No.1

The purpose of this study was to investigate and compare the characteristics of peer-relationship of low-achieving students and their peers by their grade and sex. From I urban area, 100 low-achieving and their peers were selected from 4th and 6th grades. The two groups were compared in terms of the peer-relationship score, the elements of peer-relationship problems, and the peer-relationship problem solving ability. The results were as the followings. First, the low-achieving group's mean scores with overall peer-relationship and the peer-relationship problem solving ability were significantly lower than those of the other group. Second, no significant effects of grade or sex were found for the low-achieving group, while their female peer group outscored their male peer group with overall peer-relationship. Third, no significant interaction effects were found by grade and sex with three dependent variables. The implications of the results were discussed. 본 연구는 학습부진아의 교우관계 특성이 일반아동과 어떻게 다른지 비교하고, 그 특성이 학년 및 성별에 따라 어떻게 나타나는지를 분석하는 데 목적이 있다. I 지역의 7개 초등학교에서 4학년과 6학년 학습부진학생과 일반학생 각각 50명씩 총 200명을 대상으로 교우관계정도, 교우관계에서의 문제요소, 교우관계 문제 해결능력을 측정하여 비교하였다. 분석 결과, 첫째, 교우관계 전체 평균과 하위 영역, 교우관계 문제해결능력에서 학습부진아가 일반아보다 통계적으로 유의하게 낮았지만, 교우관계 문제요소의 전체 평균과 냉담, 자기중심, 사회억제 영역에서는 학습부진아가 일반아보다 통계적으로 유의하게 높았다. 둘째, 6학년과 4학년 학습부진아 집단 간에는 교우관계, 교우관계 문제요소, 교우관계 문제해결능력에서 유의한 차이가 없었다. 셋째, 학습부진아 집단에서는 교우관계, 교우관계 문제요소에서 성별에 따라 유의한 차이가 나타나지 않았지만, 일반아 집단에서는 교우관계 점수에서는 여학생의 점수가 남학생의 점수보다 유의하게 높았고, 교우관계문제요소에서는 그 반대였다. 넷째, 두 집단 모두에서 교우관계검사, 교우관계 문제요소검사, 교우관계 문제해결능력 검사에서 학년과 성별의 상호작용 효과는 없었다. 이상의 연구결과는 학습부진아는 학년이 올라갈수록 교우관계에서 겪는 어려움은 커진다고 볼 수 있으므로 조기중재를 통해 교우관계에서의 자신감을 잃지 않고 지속적 관계형성을 할 수 있도록 도와주는 것이 필요하다는 점을 시사한다.

유아의 자아탄력성과 또래상호작용의 관계에서 교사-유아 관계의 매개효과

정미라 한국아동교육학회 2019 아동교육 Vol.28 No.4

The purpose of this study was to investigate the mediating effect of teacher-child relationship on the relationship between children's ego-resilience and peer interaction. For this study, I evaluated ego-resilience, teacher-child relationship and peer interaction based on behavioral characteristics of young children in the kindergarten observed by teachers in charge. The subjects of this study were 619 children aged 3 to 5 years old. The finding of this study were as follows. First, there were positive correlations between children's ego-resilience and intimacy in the teacher-child relationship, but negative correlations between children's ego-resilience and conflict and dependency in the teacher-child relationship. And there were positive correlations between children's ego-resilience and positive peer interaction, but negative correlations between children's ego-resilience and negative peer interaction. Also, there were positive correlations between intimacy in the teacher-child relationship and positive peer interaction, but negative correlations between conflict and dependency in the teacher-child relationship and negative peer interaction. Second, mediating effects of intimacy in teacher-child relationship appeared on the relationship between children's ego-resilience and positive peer interaction, and mediating effects of conflict and dependency in teacher-child relationship appeared on the relationship between children's ego-resilience and negative peer interaction. Therefore, in order to enhance positive peer interaction, it is important to improve children’s ego-resilience and intimacy in teacher-child relationship. And in order to reduce negative peer interaction, it is important to resolve conflict and dependency in teacher-child relationship. 본 연구의 목적은 유아의 자아탄력성과 또래상호작용 간 관계에서 교사-유아 관계의 매개효과가 어떠한지를 알아보는데 있다. 이를 위해 담임교사가 유아교육기관의 일과 속에서 평소 관찰한 유아 의 행동특성을 토대로 만 3~5세 유아 619명의 자아탄력성, 교사-유아 관계 및 또래상호작용 검사 를 실시하였다. 수집된 자료는 상관관계 분석 및 매개변인 분석절차에 따른 회귀분석을 실시하였다. 연구결과는 첫째, 자아탄력성, 또래상호작용 및 교사-유아 관계 간에 대부분 상관관계가 있는 것으 로 밝혀졌다. 둘째, 유아의 자아탄력성과 긍정적 또래상호작용의 관계에서 교사와 유아 간 친밀감의 매개효과가 나타났으며, 자아탄력성과 부정적 또래상호작용의 관계에서 교사와 유아 간 갈등 및 의 존성의 매개효과가 나타났다. 이러한 연구결과는 유아의 자아탄력성과 긍정적 또래상호작용의 관계 에서 교사-유아 간 친밀 관계의 매개 역할을 통해 긍정적 또래상호작용을 더욱 증진시킬 수 있는 반면, 교사-유아 간에 갈등과 의존성이 존재할 때 부정적 또래상호작용이 더욱 강화될 수 있음을 시사한다.

지각된 초기 대상관계가청소년기의 또래관계와 우울에 미치는 영향

장안나,노안영,임수진 한국상담학회 2008 상담학연구 Vol.9 No.2

This study was performed to research the relationships among early object relationship perceived by adolescents, peer relationship and depression. A survey of 508 high school students in Gwang-ju was conducted to study their object relationships, depression and peer relationship. This research found that the early object relationships with both mother and father had negative correlations with depression. The more positive early object relationship was, the more depression decreased. but, the more positive early object relationships for mother and father perceived by adolescents were, the more positive peer relationship was. Peer relation was found to have a significant mediate effect on the early object relationship perceived by adolescents and depression. The early object relationship perceived by adolescents affected depression directly, also it affected depression indirectly through peer relationship. As the early object relationship perceived was positive, the depression decreased in the direct pathway. Indirectly, as the early object relationship was positive, the peer relationship was positive and thus this positive peer relationship made depression down. The early object relationship perceived by adolescents was an effective variance to explain the adolescent depression and peer relationship. Lastly restrictions of this work and implications for further research were discussed. 본 연구는 지각된 초기 대상관계가 청소년기의 또래 및 우울에 미치는 영향을 알아보기 위해 수행하였다. 이를 위해 고등학생 508명을 대상으로 초기 대상관계, 우울, 또래관계를 측정하는 설문을 실시하였다. 연구결과는 청소년이 지각한 어머니에 대한 초기 대상관계와 아버지에 대한 초기 대상관계가 모두 우울과 부적 상관이 있음을 보여 주었다. 즉 초기 대상관계가 긍정적일수록 우울은 감소하였다. 하지만 청소년이 지각한 어머니와 아버지의 초기 대상관계가 긍정적일수록 또래관계는 긍정적이었다. 청소년이 지각한 초기 대상관계와 청소년의 우울에서 또래의 매개효과를 살펴본 결과 또래는 유의미한 매개변인의 효과를 보였다. 청소년이 지각한 초기 대상관계는 직접적으로 우울에 영향을 주지만 또래관계를 통해 간접적으로도 우울에 영향을 주었다. 직접적으로는 초기대상관계가 긍정적일수록 우울은 감소하였고, 간접적으로는 초기대상관계가 긍정적일수록 또래관계가 긍정적이고, 또래관계가 긍정적일수록 우울은 감소하였다. 또래관계의 매개변인 효과는 아버지와 어머니 모형에서 같은 결과를 보여주었다.