아동의 또래괴롭힘, 사회적 유능감과 학교적응의 관계 = The Relation of Peer Victimization and Social Competence to Children´s School Adjustment

다국어 초록 (Multilingual Abstract)

The purpose this study was to examine the relation among children's peer victimization, social competency and school adjustment. 466 Children in 3rd, 5th grade of elementary school and 1st grade of middle school in Pusan participated in the survey. The instruments used for this study were the Social Experience Questionnaire(Crick & Grotopeter, 1996), Social Competence Scare, School Adjustment Scare. The data were analyzed Cronbach' α, Two-Way ANOVA,Duncan's test for post hoc, and Pearson's correlation, Stepwise Multiple Regression and Path-Analysis.
The results were as follows;
(1)3rd grade children experienced relational and overt victimization more than 5th grade. Boys experienced overt victimization more than girls. In the case of 3rd and 1st grade of middle school, boys experienced less prosocial behaviors more than girls, 3rd and 5th grade girls experienced less prosocial behaviors more than 1st grade of middle school.
(2)For boys, less prosocial behaviors, social competence, grade, relational victimization predicted school adjustment. 43% of the variance of the variance of school adjustment was explained by these variables. The first contribution factor on school adjustment was less prosocial behaviors. Less prosocial behaviors had a direct effect and an indirect effect through social competence on school adjustment. Social competence had a first direct effect on school adjustment. Relational victimization had a direct effect and an indirect effect through social competence on school adjustment. Mather's education level and family income had an indirect effect through relational victimization on school adjustment.
(3)For girls, social competence, less prosocial behaviors, grade predicted school adjustment. 46% of the variance of school adjustment was explained by these variables. The first contribution factor on school adjustment was social competence. Less prosocial behaviors had a direct effect on school adjustment and an indirect effect through social competence on school adjustment. Grade had a direct effect and an indirect effect through relational victimization on school adjustment. Mother's education level had an indirect effect through less prosocial behaviors on school adjustment.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.연구방법
• Ⅲ.결과 및 해석
• Ⅳ.논의 및 결론
• 참고문헌