남녀 중학생의 또래괴롭힘 방어행동과 공감, 자기효능감, 학급규준에 대한 믿음의 관계 = The Roles of Empathy, Self-efficacy, and Beliefs in Classroom Norm in Defending Behaviors among Middle School Students

다국어 초록 (Multilingual Abstract)

In a group of 630 first-year middle school students (54.9% boys), the present study examined the roles of empathy, self-efficacy, and beliefs in classroom norm in defending behaviors. This study also examined whether beliefs in classroom norm moderate the relation between empathy/self-efficacy and defending behaviors. Results indicated that regardless of gender, negative beliefs in classroom norm on bullying as well as more empathy and self-efficacy increase defending behaviors for victims. However, the moderation effect of beliefs in classroom norm appears only among boys. The belief that the majority of classmates disapprove of bullying further increases the influence of empathy and self-efficacy in boys' defending behaviors. The findings of this study emphasize the importance of paying attention to perceived classroom norms as a part of bullying prevention and intervention. More gender-specific approaches for bullying prevention and intervention is another implication of this study.

국문 초록 (Abstract)

본 연구는 남녀 중학생 집단 각각에 대하여 또래괴롭힘 방어행동에 대한 공감과 자기효능감, 학급규준에 대한 믿음의 설명력을 확인하고, 또래괴롭힘에 대한 학급규준을 어떻게 인식하는가에 따라 방어행동에 대한 공감과 자기효능감의 효과가 달라지는지를 알아보기 위하여 실시되었다. 서울 소재의 3개 중학교 1학년 남학생 346명과 여학생 284명, 총 630명을 대상으로 자기보고식 질문지를 사용하여 측정한 결과, 남녀 모두에서 공감과 자기효능감이 높을수록, 그리고 또래괴롭힘에 대한 학급규준이 부정적이라고 믿을수록 또래괴롭힘 방어행동은 유의하게 증가하는 것으로 나타났다. 한편, 학급규준에 대한 믿음이 공감과 방어행동, 자기효능감과 방어행동의 관계를 조절하는가를 살펴본 결과, 남학생 집단에서만 학급 구성원들이 또래괴롭힘에 대해 부정적이라고 생각할수록 또래괴롭힘 방어행동에 대한 공감과 자기효능감의 효과가 더욱 커지는 것으로 나타났다.

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