ScholarWorks@숙명여자대학교

초록

This study is intended to confirm relationship among children’s empathy ability, attribution style andquality of peer relationships. 421 fourth-grade to sixth-grade elementary school students(209 boys, 212girls)were surveyed. To investigate the effects empathy ability and attribution style to peer relationship(positiveand negative), we conducted hierarchical regression analysis through SPSS 22.0 program. Orders of input werechildren’s age & gender, attribution style, empathy ability. The result of this study is as follows. First, the morechildren’s empathy ability was higher, they felt the more positive with their peer relationship. And children ofinternal attribution style, they felt the more positive with their peer relationship too. Second, internal attributionstyle has negative correlation with negative peer relationship and external attribution style has positivecorrelation with negative peer relationship. But children’s empathy ability did not significant influence onnegative peer relationship. This result suggests that when counseling with children who felt negative emotions oftheirs peer relationship, it is more effective to identify the attribution style rather than applying the program toincrease empathy ability. After that implications and limitations of this study were discussed.

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