또래괴롭힘 참여유형에 관련된 변인 탐색 = Factors Related to Children`s Participation in Bullying

다국어 초록 (Multilingual Abstract)

This study classified types of children?s participation in bullying by gender among 1,181 students of fifth and sixth grades of elementary schools, identified differences in impulsiveness, self-control, self-esteem, peer pressure, shame, guilt and empathy as individual variables, mother's affective/receptive child-rearing behaviors, rejection/restriction child-rearing behaviors, indifferent child-rearing behaviors, parental support and parental conflict as family environment variables, and the quality of friendship, support from friends and support from teachers as school environment variables, and explored behavioral tendencies of those variables in bullying. Data were analyzed with frequencies, ANOVA with Scheff? ad-hoc test, correlation, multiple regression analysis using SPSS 15.0 program.
Summary of the results is as follows.
First, distribution of types of participation in bullying was found to be in the order of bully group, reinforcer group, defender group, assistant group, victim group, and outsider group. Number of male students was highest in defender group followed by victim group while the number of female students was highest in defender group followed by outsider group.
Second, identification of individual variables of children, family environment variables and school environment variables revealed that impulsiveness in differences among individual variables had the highest number of male students in bully group and assistant group and the highest number of female students in bully group, reinforcer group, assistant group and victim group. Self-control and self-esteem were highest in defender groups both of male and female students. Peer pressure was felt most heavily by defender group followed by bully group, assistant group and victim group of male students. Bully group, victim group and outsider group of female students were more pressured than defender group. Also a feeling of shame and a feeling of guilt were highest in victim groups of both male and female students. On the other hand, empathy was highest in defender group of male students and lowest in bully group while for female students, defender group and victim group had the highest empathy and reinforcement had the lowest empathy.
Exploring differences in family environment variables found that affective/receptive child-rearing behaviors among mothers' child-rearing behaviors were felt least by victim groups of both male and female students. Also mother's rejection/restriction child-rearing behaviors were most perceived by victim group of male students and reinforcer group, assistant group and victim group of female students. Results with male students were significant in indifferent child-rearing behaviors with no difference among groups while bully group of female students perceived most heavily. Victim groups of male and female students had lowest level of parental support and highest level of inter-parental conflict. Also in school environment variables by types of bullying, the quality of friendship was signifiant with male students only but there was no difference among groups. Victim groups of both male and female students had the lowest level of support from friends. Support from teachers was low with bully group, reinforcer group, assistant group and victim group of male students while this was perceived most insignificantly by bully group, reinforcer group and assistant group of female students.
Third, results of exploration of relative influence of diverse variables related to bullying on tendencies of bullying behaviors showed differences between male and female students. The tendency to bullying in male students was influenced by impulsiveness, self-control, shame and empathy. On the other hand, in female students, impulsiveness, guilt, empathy, mothers' affective/receptive child-rearing behaviors, nonintervention child-rearing behaviors and support from friends influenced the tendency to harm. In tendency to reinforce bullying, impulsiveness and empathy were significant in male students. As for female students, impulsiveness, peer pressure, empathy and mother's indifferent child-rearing influenced the tendency to reinforce.
As for the level of defence of bullying, self-control, guilt, empathy and support from teachers influenced the tendency to defend among male students. Impulsiveness, self-control, peer pressure, mothers' sympathetic child-rearing behaviors, rejection/restriction child-rearing behaviors and support from friends influenced the tendency to defend among female students. Also impulsiveness, self-control, a feeling of shame and empathy influenced the tendency to assistant among male students while impulsiveness, self-control, self-esteem, a feeling of guilt, empathy, indifferent child-rearing behaviors of mothers, inter-parental conflicts, the quality of friendship and support of peers influenced the tendency to assistant among female students. Peer pressure, a feeling of shame and parental support influenced the tendency to victimization among male students while impulsiveness, shame, parental support, the quality of friendship and support from teacher influenced the tendency to victimization among female students. Impulsiveness, self-control, and peer pressure influenced the tendency to outsider among male students while impulsiveness, self-control, peer pressure and empathy influenced the tendency to outsider among female students.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어정의 7
• Ⅱ. 이론적 배경 9
• 1. 또래괴롭힘 9
• 2. 또래괴롭힘 참여유형에 관련된 변인 17
• Ⅲ. 연구방법 32
• 1. 연구대상 및 절차 32
• 2. 측정도구 35
• 3. 자료분석 42
• Ⅳ. 결과 및 해석 43
• 1. 아동의 또래괴롭힘 참여유형별 분포 43
• 2. 또래괴롭힘 참여유형에 관련된 변인 45
• 3. 또래괴롭힘 행동경향성에 미치는 변인들의 상대적 영향력 58
• Ⅴ. 논의 및 결론 83
• 1. 요약 및 논의 83
• 2. 결론 및 제언 97
• 참고문헌 102
• 부 록 117