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초등학교 학교폭력 피해경험과 가해행동간의 관계에서 보호요인의 조절효과
김순혜 한국열린교육학회 2009 열린교육연구 Vol.17 No.4
The purpose of this study is to examine the moderating effects of protective factors on the relation between bullied and bullying experiences in elementary school. Four hundred and eighty children from 3 elementary schools were sampled. The protective questionnaire was developed by the researcher including individual(competency, altruistic disposition, locus of control), family(family mood, parents' support), and school(friend's support, teacher's support, positive learning attitude) level. Collected data were analysed by frequency and hierarchical regression, and multiple linear regression. Results indicated that competency, altruistic disposition, locus of control and friend's support moderated the link between bullied and bullying experiences. However family mood, parents' support, teacher's support and positive learning attitude didn't show any significant moderating effects. Since all the responces were based on self-report, we need care to interpret the results. Limitations related to questionnaire and sampling were discussed. With the limitations of the present study, the moderating effects of protective factors suggest that the program for school violence prevention in elementary school should be focused on improving individual protective factors and friendly relationship. 본 연구는 초등학교의 학교폭력 피해경험과 가해경험간의 관계에서 보호요인의 조절효과를 검증하는 것을 주요 목적으로 삼고 수행되었다. 구체적인 연구문제는 첫째, 학교폭력 가/피해유 형의 경험별 빈도를 알아보고, 둘째, 피해경험집단의 보호요인들이 가해경험에 어떠한 영향력을 가지고 있는가를 알아보고, 셋째, 피해경험과 가해경험간의 관계에서 개인, 가정, 학교의 보호요 인들의 조절효과를 검증하는 것이었다. 3개 초등학교 480명을 대상으로 피해경험과 가해경험, 그리고 개인요인(유능감, 이타성, 내적통제소재), 가정요인(집분위기, 부모지지), 학교요인(친구 지지, 교사지지, 긍정적 학습태도)을 조사하였다. 그 결과 185명(38.5%)의 아동들이 피해경험 집단으로 분류되어 피해경험, 보호요인, 가해경험 간의 관계가 분석되었다. 분석은 빈도분석, 위 계적 회귀분석, 조절회귀분석 방법이 사용되었다. 그 결과, 피해경험이 가해경험을 예측하는데 있어 조절효과가 검증된 보호요인은 유능감, 이타성, 내적통제소재, 친구지지로 나타났고 가정 요인의 집분위기와 부모지지, 학교요인의 교사지지와 긍정적 학습태도는 조절효과가 검증되지 않았다. 본 연구의 결과는 학교폭력예방프로그램은 초등학교 대상이어야 하며 개인의 인성교육 을 포함하여 친구관계를 중시하는 내용이어야 한다는 점을 시사하였다.
청소년의 자존감 결정요인: 자기-역량지각과 사회적 지지의 영향
김순혜 한국인간발달학회 2010 人間發達硏究 Vol.17 No.4
The purpose of this study was to investigate the relationships between self-esteem, self-perceived competence and social supports in regards to adolescents. The basic assumption underpinning of this research exercise is Harter's multifaceted hierarchical model. 2844 middle schoolers and 3349 high schoolers responded to question items corresponding to the same meaning of those contained in the original SSPC(Harter, 1982) instrument. Collected data were analysed by means of multiple group analysis in a Structural Equation Model through SPSSWIN 18.0 and AMOS 18. The results of this research were as follows. First, high schoolers exhibited a higher perception of self-esteem than middle schoolers. Second, the means of specific domains in perceived competences and social supports differed across both domains and grade. In terms of general tendencies, the two groups indicated higher levels of perceived academic competence than physical appearance. Third, In terms of the relationship between self-esteem and the sub-factors, perceived academic competence was the most powerful predictor of adolescents' self-esteem. In the case of middle schoolers, the order of predictive power was academic competence> parents' support> teacher's support> social acceptance> physical appearance, respectively. In the case of high schoolers, the order of predictive power was academic competence> parents' support> social acceptance> physical appearance> behavior conduct, respectively. Fourth, only teacher's support showed a statistically meaningful difference as being a predictors of self-esteem between the two groups. Taking the results of this research into consideration, it is suggested that the intervention related to self-esteem should be different across the various ages of adolescence.