아동의 분노 및 공격성과 학교생활적응간의 관계 = The relationship between anger level, anger expression type, aggression and school adjustment in elementary students

다국어 초록 (Multilingual Abstract)

This study was intended to examine the relation between anger level, anger expression, aggression type, school adjustment in elementary school students(5th and 6th) and the difference as a function of child sex. A total of 815 students from Korean elementary school in Daegu. The data was collected via questionnaires, 'Anger checklist', 'Aggression Scale' and 'The scale for adapting to school life' were used.
The major results of this study were as follows;
First, there was no difference between boys and girls in anger level, relational aggression. There were some differences between boys and girls on reactive aggression, overt aggression. Boys had higher reactive aggression, overt aggression compared to the girls. There was no significant difference between boys and girls on anger-control but girls had higher anger-in, anger-out compared to the boys on anger expression.
Second, state anger was shown to be positive correlation with friendship and affiliation, trait anger was shown to be negative correlation with affiliation on school adjustment. But leadership has no correlation with anger level. Effort to modulate appropriately on anger experience can be effective device because school adjustment was related with anger level.
Third, the difference on school adjustment as anger expression type using anger level as covariate, low anger-out level was high leadership measures. And low anger-control level was high friendship, leadership, affiliation on school adjustment. Specially, there was shown to be interaction between anger-out and child sex on friendship. Girls had good relationships with their friends on low anger-out level, but boys had good relationships with their friends on high anger-out level.
Fourth, the difference on school adjustment as aggression type using anger level as covariate, there were some differences friendship, leadership, affiliation on school adjustment with relational aggression and friendship with overt aggression. Low relational aggression was high friendship, leadership, affiliation on school adjustment. And low overt aggression was high affiliation on school adjustment. These results were shown that aggression type had negative influences on school adjustment.
Thus this study indicates that it is to be modified students who has difficulties in school adjustment and considered adjustment in social relationship as anger level, anger expression, aggression type.

목차 (Table of Contents)

• (Abstract)
• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 이론적 배경 = 4
• 1) 분노 = 4
• (1) 분노 정의 및 이론 = 4
• (2) 분노 수준 = 7
• (3) 분노 표현 방식 = 8
• 2) 공격성 = 13
• (1) 공격성 정의 = 13
• (2) 공격성 유형 = 15
• (3) 공격성 이론 = 20
• 3) 분노와 공격성 = 32
• 4) 학교생활적응 = 35
• (1) 분노와 학교생활적응 = 35
• (2) 공격성과 학교생활적응 = 36
• 3. 연구문제 = 39
• Ⅱ. 방 법 = 40
• 1. 조사대상 = 40
• 2. 측정도구 = 42
• 3. 연구절차 = 45
• Ⅲ. 결 과 = 46
• 1. 아동의 분노수준에서의 성차 = 46
• 2. 아동의 공격성 유형에서의 성차 = 47
• 3. 아동의 분노표현방식에서의 성차 = 48
• 4. 아동의 분노 수준과 학교생활적응간의 관계 = 49
• 5. 분노수준 통제 후 분노표현방식과 학교생활적응간의 관계 = 51
• 6. 분노수준 통제 후 공격성 유형과 학교생활적응간의 관계 = 55
• Ⅳ. 논 의 = 59
• Ⅴ. 요 약 = 66
• 참고문헌 = 68
• 부 록 = 76