중학생의 공격성이 학교적응에 미치는 영향

국문 초록 (Abstract)

본 연구에서는 중학생의 공격성 유형의 성차를 밝히고, 성별에 따른 공격성이 학교적응에 미치는 영향을 알아보고자 하였다.
연구 대상은 서울에 위치하는 한 공립 중학교에서 1, 2, 3학년 8개 학급에서 남학생 187명, 여학생 143명, 총 330명을 대상으로 공격성, 학교적응에 관한 자기 보고식의 질문지를 배부하여 자료를 수집하였다.
본 연구의 주요 결과를 요약하면 다음과 같다.
첫째, 공격성 유형에서 주도적 공격성과 관계적 공격성에서 남녀 간에 유의한 차이가 있었는데, 주도적 공격성은 남학생에서 더 높게 나타났고, 관계적 공격성은 여학생에게 더 높게 나타났다. 학교적응은 친구관계와 학교규칙에서 유의한 성차가 있는 것으로 나타났다.
둘째, 중학생의 공격성과 학교적응의 상관관계를 성별로 살펴본 결과, 남학생의 경우 주도적 공격성과 관계적 공격성이 높을수록 교사관계, 친구관계, 학교수업, 학교규칙에서 모두 유의한 부적 상관이 있었다. 여학생의 경우 반응적 공격성, 주도적 공격성이 높을수록 학교수업과 학교규칙이 낮게 나타났다. 또한 관계적 공격성이 높을수록 교사관계, 학교수업, 학교규칙이 모두 낮게 나타났는데, 친구관계에서는 공격성이 유의한 상관관계를 보이지 않았다.
셋째, 공격성 유형 집단을 성별로 나누고, 학교적응에서 성별로 집단 간의 차이를 살펴보았다. 남학생은 학교적응 하위변인 4개 모두에서 집단 간의 차이가 있었으나, 여학생의 경우 학교수업과 학교규칙에서만 집단 간의 유의한 차이가 있었다.
넷째, 공격성 유형이 학교적응에 미치는 상대적인 영향력을 성별로 살펴보았다. 그 결과, 교사관계에서는 남학생은 주도적 공격성이, 여학생은 관계적 공격성이 유의한 설명변인으로 나타났고, 친구관계에서는 남학생은 주도적 공격성이 선정된 반면 여학생은 유의한 변인이 나타나지 않았다. 학교수업의 경우 남학생은 관계적 공격성이, 여학생은 주도적 공격성이 유의한 변인으로 선정되었고, 학교규칙은 남학생은 주도적 공격성이, 여학생은 관계적 공격성이 유의한 변인으로 나타났다. 남학생은 주로 주도적 공격성에 의해, 여학생은 주로 관계적 공격성에 의해 영향을 많이 받는 것으로 나타났는데, 남학생의 관계적 공격성, 여학생의 주도적 공격성에 의한 영향도 주의 깊게 살펴볼 필요가 있다.

다국어 초록 (Multilingual Abstract)

The purposes of this study were to identify differences in the aggression types among middle school students according to gender and to investigate the impacts of different aggression types according to gender on their school adjustment.
The subjects were total 330 students in the seventh, eighth, and ninth grade in a public middle school in Seoul. They were selected from eight classes and consisted of 187 boys and 143 girls. Self-report questionnaires about aggression and school adjustment were distributed to the subjects. Their aggression was measured with a questionnaire developed by Park Seong-yeon(2002) based on the definition of aggression by Crick and Grotpeter(1995) and the aggression scale by Schwartz, Chang, and Faver(2000). The questionnaire contained items asking about proactive, reactive, and relational aggression and was revised to fit the study. The school adjustment scale developed by Yu Eun-hee(1994) was revised and supplemented before use. The scale had four subfactors, which were relationships with teachers, relationships with friends, school classes, and school rules. Employed to analyze the research questions were t-test, correlational analysis, one-way ANOVA, and hierarchical regression analysis.
The major findings are summarized as follows:
First, it was examined if there were any differences to the subjects' aggression and school adjustment according to gender. There were significant differences in proactive and relational aggression between the boys and girls. While the boys showed a higher level of proactive aggression than the girls, the girls did a higher level of relational aggression than the boys. In school adjustment, significant gender differences were found in relationships with friends and school rules. The girls had more relationships with their friends than the boys. And the boys abode by the school rules better than the girls.
Second, the correlations between the middle school students' aggression and school adjustment were reviewed according to gender. For the boys, there were significant negative correlations between their proactive and relational aggression and their school adjustment in relationships with teachers, relationships with friends, school classes, and school rules. As for the girls, the more reactive and proactive aggression they showed, the lower points they scored in school classes and school rules. Although a higher level of their relational aggression led to lower points in their relationships with teachers, school classes, and school rules, their relationships with friends were not significantly correlated to their aggression.
Third, the subjects' aggression types were categorized according to gender, and it was investigated if there were any differences among the groups according to gender in school adjustment. There were differences among the groups in all the four subfactors of school adjustment among the boys. As for the girls, significant differences among the groups were only observed in school classes and school rules.
And fourth, the relative influences of the aggression types on their school adjustment were examined according to gender. As a result, the significant explanatory variable in relationships with teachers was proactive aggression for the boys and relational aggression for the girls. In relationships with friends, proactive aggression appeared as a significant variable among the boys, while there was no significant variable among the girls. In school classes, relational and proactive aggression were the significant variables for the boys and girls, respectively. And in school rules, proactive and relational aggression were the significant variables for the boys and girls, respectively. The results indicate that while the boys were greatly affected by proactive aggression, the girls by relational aggression. It's also necessary to pay careful attention to the influences of relational aggression on the boys and those of proactive aggression on the girls.

목차 (Table of Contents)

• Ⅰ 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적 = 5
• C. 용어의 정의 = 6
• Ⅱ 이론적 배경 = 9
• A. 공격성 = 9
• B. 학교적응 = 12
• C. 공격성과 학교적응 = 15
• Ⅲ 연구방법 = 18
• A. 연구대상 = 18
• B. 측정도구 = 19
• C. 연구절차 = 23
• D. 자료분석 = 24
• Ⅳ 연구 결과 = 25
• A. 공격성 유형 및 학교적응의 성차 = 25
• B. 공격성과 학교적응 간의 관계 = 27
• C. 공격성 유형집단에 따른 학교적응의 차이 = 30
• D. 공격성 유형이 학교적응에 미치는 영향 = 37
• Ⅴ 논의 및 결론 = 41
• 참고문헌 = 50
• 부록 = 56
• Abstract = 61