부모의 양육태도와 집단따돌림 가해의 관계에서 대인관계성향과 도덕성의 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of parental child rearing attitude on group bullying and identify the role of interpersonal relations disposition as mediator variable and morality as moderator variable. A total of 345 adolescent boys(178) and girls(167) were selected as subjects and administered a set of questionnaire assessing interpersonal relations disposition, morality, parental child rearing attitude and group-bullying.
The data were analysed using linear regression analysis, correlation analysis and Structural Equation Modeling. The relation among parental child rearing attitude, interpersonal relations disposition and group bullying was analysed using linear regression analysis and correlation analysis. To identify the effects of interpersonal relations disposition as mediator variable and morality as moderator variable, structural equation modeling analysis was used.
The results were as follows:
First, parental child rearing attitude, interpersonal relations disposition and group bullying were significantly correlated each other.
Second, parental child rearing attitude was significantly and indirectly correlated with group bullying. that is, the association was completely mediated through interpersonal relations disposition.
Third, morality didn't play a role as a moderator in relation of parental child rearing attitude to group-bullying.
Finally, the effect of morality as a moderator was significant in co-sex middle school students only. That is, the effect of interpersonal relations disposition on group bullying was stronger in the high morality group than in the low morality group. The higher morality students was, the more often they committed group bullying.
The best way to cope with group bullying is prevention, because harmful effects stemming from group bullying is very serious. This study has great implications for group bullying prevention. In school, ostentatious and masturbatory students have to keep an eye on the movements of them. Bullying group is no sooner formed then teachers must dissolve it. If teachers raise the morality level of them to post-conventional level, group bullying will be decrease largely.
Limitations of the present study as well as implications for future research were discussed.
Key words: Parental child rearing attitude, Group bullying, interpersonal relations disposition, morality

목차 (Table of Contents)

• 목 차
• 표목차 ⅳ
• 그림목차 ⅵ
• ABSTRACT ⅶ
• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 문제 4
• Ⅱ. 이론적 배경 6
• 1. 부모의 양육태도 6
• 가. 부모의 양육태도의 개념 6
• 나. 부모의 양육태도의 유형 7
• 2. 아동의 대인관계성향과 도덕성 8
• 가. 아동의 대인관계성향 9
• 나. 아동의 도덕성 14
• 3. 집단따돌림 가해 17
• 가. 집단따돌림 가해의 개념 17
• 나. 집단따돌림의 가해행위 18
• 다. 집단따돌림 가해의 원인 19
• 4. 선행연구결과 22
• 가. 부모의 양육태도와 집단따돌림 가해의 관계 22
• 나. 부모의 양육태도와 대인관계성향의 관계 24
• 다. 대인관계성향과 집단따돌림 가해의 관계 26
• 라. 도덕성과 집단따돌림 가해의 관계 27
• Ⅲ. 연구가설 30
• Ⅳ. 연구방법 32
• 1. 연구대상 32
• 2. 측정도구 33
• 가. 부모의 양육태도 조사 질문지 33
• 나. 대인관계 성향 검사지 33
• 다. 아동의 도덕성 발달수준 검사 질문지 35
• 라. 집단따돌림 가해수준 척도 36
• 3. 자료분석 37
• Ⅳ. 연구결과 및 논의 38
• 1. 연구결과 38
• 가. 연구변인들 간 상관관계(가설1) 38
• 나. 부분매개 효과 검증 결과(가설2) 47
• 다. 양육태도와 집단따돌림의 직접관계에서 도덕성의 효과(가설3) 61
• 라. 양육태도와 집단따돌림의 간접관계에서 도덕성의 효과(가설4) 62
• 2. 논의 66
• Ⅴ. 요약 및 제언 74
• 1. 요약 74
• 2. 결론 및 제언 75
• 참고문헌 78
• 부 록 92