고등학생의 학교 생활태도와 학교 폭력과의 관계 = A Study on the Relationship between High School Students` School Attitude and School Violence

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the relationship between high school students' school attitude and school violence. Specifically this study focuses on investigating how the characteristics of school background influence the school attitude and school violence, and what relationship exist between school attitude and school violence. This study intends to suggest the improvements of more affirmative school attitude and also to help to make a basic resource for reducing school violence.
For this purpose the research questions are proposed as follows:
1. What differences do the high school students' background characteristics make to their school attitude?
2. What differences do the high school students' background characteristics make to their school violence?
3. What relationship is there between school attitude and school violence?
The Results are:
First, Using T-test to figure out how students' sex influence the school attitude, there are few differences between male and female students.There is a quite significant difference in academic confidence, the subordinate factor between male and female students in p＜.01 level. Male students scored higher points than female. There are few differences between acadimic and vocational school in school attitude on T-test. It makes a quite significant difference to the self-esteem in the family out of the subordinate factors in p＜.01 level. The academic students scored higher points than vocational students in self-esteem in the family relationship.
Second, The T-test indicates that school violence score of male students was much higher than that of female students', which shows that male students' violence is supposed to be more serious. Considering the subordinate factors, the T-test was meaningful with minor violence, threat and robbery on p＜.001 level, and boycott was significant with p＜.01 level. This indicates that male students' school violence is much more serious than that of female students' on all subordinate factors.
Using T-test to uncover the difference between the two school systems(an academic school or a vocational school), the results shows a quite significant difference on p＜.001 level, which shows the violence of vocational school students is much more serious. Considering the subordinate factors, the T-test was meaningful with minor violence and robbery on p＜.001 level, and boycott as well as threat was significant with p＜.01 level. This indicates that the school violence of vocational school students is much more serious than that of academic school students on all subordinate factors. The school system(an academic school or a vocational school) makes no difference to the students' general school attitude. It makes a significant difference to the self-esteem in the family out of subordinate factors, It makes a quite significant difference to the school violence.
Third, Considering the relationship between school attitude and school violence, the academic confidence makes no difference both to school attitude and to school violence. The more alienated the students are, the more frequently they commit the general school violences except for the minor violence. The self-esteem in the family is not related only to the minor violence, and is related to the rest. It is also related to the general violence. Students' motivation for positive school life is also closely related to general violence. General school violence is closely related to the subordinate violence factors.
Considering the influence of the subordinate factors of school attitude on the general violence, the self-esteem in the family does not account for the general violence, and the other three factors account for 7.1% of the general violence. Among these three factors, alienation, which is the most influential factor in the general violence, accounts for 4.6%, motivation for the positive school life accounts for 1.3%, and academic confidence accounts for 1.2%, respectively.
Considering the factors which influence on the minor violence, the self-esteem in the family and alienation among the subordinate factors don't make a difference to the minor violence. Motivation for the positive school life accounts for 2.4% of the whole variation, which has the strongest influence on the minor violence.
Academic confidence accounts for 1.3% of the minor violence.

목차 (Table of Contents)

• 목차
• Abstract
• I. 서론
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구의 제한점 = 3
• II. 이론적 배경
• 1. 학교 생활태도에 대한 이론적 접근 = 4
• 가. 학교 생활태도의 개념 = 4
• 2. 학교폭력에 관한 이론적 접근 = 6
• 가. 학교폭력의 개념 = 6
• 나. 학교폭력의 유형 = 12
• 다. 학교폭력의 원인 = 13
• 라. 청소년폭력의 특징 = 19
• 3. 선행연구의 고찰 = 22
• III. 연구방법
• 1. 연구대상 = 26
• 2. 측정도구 = 26
• 가. 학교 생활태도 설문조사 = 26
• 나. 폭력유형 설문조사 = 27
• 3. 자료분석 = 28
• IV. 결과 및 논의
• 1. 고등학생의 배경적 특성에 따른 학교 생활태도의 차이 = 29
• 가. 고등학생의 학교 생활태도의 차이 = 29
• 나. 고등학교의 계열별 학교 생활태도의 차이 = 32
• 2. 고등학생의 배경적 특성에 따른 학교 폭력의 차이 = 32
• 가. 고등학생의 학교 폭력의 차이 = 33
• 나. 고등학교의 계열별 학교 폭력의 차이 = 33
• 3. 고등학생의 학교 생활태도와 학교 폭력과의 관계 = 37
• 가. 학교 생활태도와 학교 폭력과의 상관관계 = 37
• 나. 학교 생활태도와 학교 폭력의 하위영역과의 관계 = 38
• V. 요약 및 결론
• 1. 요약 = 41
• 2. 결론 = 46
• 참고문헌 = 49
• <부 록> = 52