집단괴롭힘과 자아존중감의 관계에 대한 단기종단적 연구 = The concurrent and longitudinal Relations between Peer Victimization and Self-Esteem

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine concurrent and longitudinal relations between self-esteem of elementary school students and their involvement in peer victimization. 332 fifth graders participated at the end of second semester, and participated again 7 months later when they were sixth graders.
Results showed that the experience of being bullied was associated with the low level of self-esteem, and being bullied by peers contributes over time to decline in self-esteem. There were no significant differences in self-esteem between bullies and normative group, although their self-esteems were higher than the victims. Among girls, but not boys, reported bullying behavior was associated with high levels of social competence. However, the experience of bullying others contributes over time to weaken global self-worth. Educational implications for teachers and suggestions for the future studies are discussed.

국문 초록 (Abstract)

본 연구는 집단괴롭힘과 자아존중감의 관계를 알아보는데 목적이 있었다. 특히 집단괴롭힘의 피해 및 가해경험이 단기종단적으로 자아존중감에 어떠한 영향을 미치는지 알아보았다. 연구대상은 2개 초등학교 10개 학급에서 표집된 332명이었다. 5학년 아동을 대상으로 1차 조사를 하였으며, 7개월 후 이들이 6학년이 되었을 때 2차 조사를 실시하였다. 연구결과, 집단괴롭힘 피해경험은 자아존중감과 부적상관이 있었으며, 단기종단적으로 자아존중감의 하락에 영향을 미쳤다. 한편 가해학생의 자존감은 집단괴롭힘 비참여 학생들과 차이가 없었으며, 가해여학생의 경우 오히려 높은 수준의 사회적유능감을 나타냈다. 그러나 장기적으로 가해행동은 전반적존중감의 하락에 영향을 미쳤다. 교사들에게 주는 교육에의 시사점 및 후속연구에 대한 제언이 논의되었다.

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