사이버폭력 가해에 미치는 영향요인 = A Study of Influencing Factors on Cyber-Violence Perpetration

다국어 초록 (Multilingual Abstract)

With the recent situational factors of COVID-19 spreading around the world and national factors of the Internet accessibility and utilization, delinquency and crimes of cyber-violence are also on the rise. In addition, cyberspace activities and cyber-violence, which have been considered exclusively for teenagers and young people, have expanded to all age groups, requiring a lot of research to recognize the seriousness of cyber-violence and to derive legal, policy, and social countermeasures.
Based on this need, the purpose of this study was to identify the influence of major independent variables selected by social learning theory on cyber-violence and to identify the moderating effect of family attachment. In particular, the focus of the study was not on the two-part method of adolescents and adults with different personal, social, and cultural environmental factors, but on identifying the differences when the same independent and control variables are put into regression analysis.
Accordingly, three independent variables: differential association, negative definition, and imitation selected as prior research and major criminal theory of social learning were selected to see how they affect the dependent variable of cyber-violence experience, and to see what moderating effect of family attachment. In addition, this regression analysis was conducted equally in each age group (10s-50s) to examine the differences in influence of each group. The research results are as follows.
First, as a result of examining the relationship between differential association, negative definition, imitation and cyber-violence abuse experience through regression analysis, it was found that differential association, negative definition, and imitation all had a significant positive(+) effect on cyber violence abuse experience.
Next, the results of examining whether family attachment significantly controls the relationship between differential association, negative definition, imitation, and cyber-violence abuse experience are as follows. differential association was confirmed to have a significant negative(-) moderating effect on family attachment in the relationship between experiences of cyber-violence in groups in their teens, 30s, and 50s. The negative definition confirmed that there was a significant negative moderating effect of family attachment in the relationship between cyber-violence experiences in teens and 40s, and imitation showed a significant negative moderating effect of family attachment in the relationship between cyber-violence experiences in teens. These results were consistent with the hypothesis as they were consistent with the results of previous studies that verified the moderating effect of family attachment in cyber-violence studies.
Finally, it was confirmed that the size of the influence of differential association, negative definition, imitation on the experience of cyber-violence, and the moderating effect of family attachment showed differences through the standardized regression coefficient. In the teenage and 50s groups, the influence was in the order of differential association, imitation, and negative definition, and there was no significant deviation, whereas in the rest of the groups, it was confirmed that the influence was in the order of differential association, negative definition, and imitation, and the deviation was large. The difference in moderating effects was similar in the groups in their 30s and 50s, and all other groups showed different patterns.
Based on the results of this study, the countermeasures for reducing and preventing cyber-violence are as follows. First, as social learning factors such as differential association, negative definition, and imitation have a strong influence on cyber-violence perpetration experiences across all ages, substantial cyber ethics education is needed to prevent and prevent delinquency from spreading through people and media. Interviews on cyber ethics education for teenagers confirmed that most of them remain in formal education in the form of simple lecture viewing, and 47% of students answered that it was "almost ineffective" to "education at the school level for proper Internet use." For effective cyber ethics education, it will be possible to promote the effectiveness of education if it evokes seriousness based on programs (role play, discussion, etc.) in which participants directly participate and actual illegal cases. In addition, in order to provide appropriate education to adults, it can be a way to provide periodic education by adding cyber ethics education to mandatory legal education (gender equality education, education for improving awareness of the disabled, etc.). Among the groups targeted for this study, teenagers and 20s, especially those who become beginner executives and soldiers in the future or present military. Due to the nature of the military, the lifestyle of spending a long time together in the same space has a great risk factor that is very suitable for learning delinquency and crime called cyber-violence. Therefore, as mentioned above, appropriate education must be provided not only for adolescents but also for adults such as businesses and military with more than five employees designated by the government.
Second, it is necessary to prepare laws and systems on cyber- violence. Currently, no complete law has been enacted to regulate cyber-violence, and individual laws contain content related to punishment and regulation for individual types of cyber-violence. Therefore, in order to recognize the seriousness of cyber-violence and prevent it through punishment, it is necessary to enact a law containing a clear definition and punishment of cyber-violence. A new legal system should be established, such as defining unclear types of acts such as cyber-violence or cyber-prisons, by matching relevant provisions currently in individual laws such as the Act on Promotion of Information and Communication Network Use and Special Act on Punishment of Sexual Violence Crimes. In this study, the higher the negative definition of cyber-violence, the higher the probability of experiencing cyber-violence. As such, an accurate legal system should be supported to prevent cyber-violence by accurately recognizing that cyber-violence is no longer a light malicious comment, prank, or deviation of teenagers but a serious crime that can take one's life.
Finally, active research on cyber-violence against adults is needed, such as research on cyber-violence among active adolescents to date. Until recently, cyber-violence has been studied as a deviation of adolescents, dismissing it as a kind of prank and delinquency, but cyber-violence is no longer limited to adolescents. In particular, in the case of adults, unlike adolescents, there is a greater vulnerability factor that it is difficult to control parents or teachers. As differences in the influence of variables of each age group have been confirmed in this study, various studies specialized for adults are needed, and through these findings, it is necessary to accurately understand the phenomenon of adult cyber-violence and come up with customized countermeasures.
Despite these policy suggestions, the limitations of this study are as follows. First, since this study used secondary data, there was a difficulty in manipulating the concept that accurately reflects the hypothesis to be verified as a variable. The concept that approached the hypothesis the most was selected and the items that measured it most similarly were selected and applied mutatis mutandis, but some parts that were somewhat unsuitable for the research purpose were also confirmed. Therefore, in this study, social learning theory was judged to be the most appropriate and selected, but in addition, it is necessary to select theories or secondary data that can be manipulated more appropriately through general strain theory or deterrence theory, which are the most used theories in criminology. Second, there is a limitation in that the cross-sectional data surveyed in 2020 were analyzed despite trying to determine what differences and patterns influencing cyber-violence over time and what factors play an important role in these changes. In order to confirm the results of the study more accurately, it is necessary to conduct follow-up studies on how each factor changes over time, so it is judged that research through longitudinal research data is more appropriate than cross-sectional data.
Despite these limitations, this study conducted empirical research using the latest research data(2020 Cyber-Violence Survey) that can reflect the current situation for cyber violence, and compared and analyzed the influence by dividing the research subjects into five groups.

목차 (Table of Contents)

• 제1장 서 론 1
• 제1절 연구의 목적 1
• 제2절 연구의 범위 및 방법 3
• 1. 연구의 범위 3
• 2. 연구의 방법 5
• 제2장 이론적 배경 6
• 제1절 사이버폭력의 개념과 현황 6
• 1. 사이버폭력의 개념 및 유형 6
• 2. 사이버폭력의 현황 9
• 제2절 사이버폭력 관련 설명 이론 11
• 1. 사회학습이론 11
• 2. 사회유대이론 14
• 제3절 선행연구 17
• 1. 사회학습이론과 사이버폭력의 관계 18
• 2. 사회유대이론과 사이버폭력의 관계 19
• 3. 연령대별 사이버폭력의 관계 21
• 제3장 연구의 설계 23
• 제1절 연구모형과 연구가설 23
• 1. 연구모형 23
• 2. 연구가설 24
• 제2절 변수의 조작적 정의와 측정 25
• 1. 종속변수 25
• 2. 독립변수 27
• 3. 조절변수 31
• 4. 통제변수 32
• 제3절 자료수집 및 분석방법 34
• 1. 자료수집 34
• 2. 분석방법 35
• 제4장 연구결과 및 논의 37
• 제1절 기술통계 37
• 1. 인구사회학적 특성 37
• 2. 주요변수 분석 39
• 제2절 상관관계 분석 42
• 제3절 위계적 회귀분석 53
• 제4절 분석결과 논의 72
• 제5장 결 론 77
• 참고문헌 82
• ABSTRACT 88