초등학생의 인기에 대한 변화신념이 공격성에 미치는 영향: 긍정적 갈등해결전략을 매개로 = The Effect of Implicit Self?Theories of Popularity on Elementary School Students` Aggression: Focusing on Positive Conflict Resolution Strategies as Mediators

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the effect of implicit self-theories of popularity on elementary school students`s aggression mediated by conflict resolution strategies. Applying Dweck`s implicit self-theories, this study explores implicit self-theories of popularity. Implicit self-theories of popularity consists of entity belief and incremental belief of popularity. Entity theorists believe their popularity is fixed and can not change, whereas incremental theorists believe their popularity is changeable and can be cultivated. Findings suggest that entity belief of popularity does not have a statistically significant direct effect on positive conflict resolution strategies. Entity belief of popularity, however, has a statistically significant positive effect on aggression. Incremental belief of popularity has a statistically significant positive effect on positive conflict resolution strategies. Incremental belief of popularity, however, does not have a statistically significant direct effect on aggression. Positive conflict resolution strategies have a statistically significant negative effect on aggression. Sobel`s z-test suggests that Incremental belief of popularity has a statistically significant indirect effect on aggression mediated by positive conflict resolution strategies. Incremental belief of popularity increases positive conflict resolution strategies and consequently the increased positive conflict resolution strategies decrease aggression. This study extends Dweck``s implicit self-theories to a social domain such as popularity. This result implies that an intervention on students` belief regarding popularity can have a positive effect on reducing aggressive behaviors of elementary school students.

참고문헌 (Reference)

1 서수균, "한국판 공격성 질문지의 타당화 연구" 한국임상심리학회 21 (21): 487-501, 2002

2 한국교육개발원, "학교폭력 예방 프로그램 개발 연구" 한국교육개발원 2007

3 이소희, "초등학생의 인기에 대한 변화신념이 사회적 관계 어려움에 미치는 영향: 자아존중감을 매개로" 교육연구소 13 (13): 337-357, 2012

4 이은해, "청소년기 친구에 대한 만족감과 친구의 지원 및 갈등해결" 13 (13): 105-121, 2000

5 Johnson, D. W., "갈등해결을 통한 학교 폭력 예방" 백의 2000

6 Molden, D. C., "“Meaningful” social inferences: Effects of implicit theories on inferential processes" 42 : 738-752, 2006

7 Chen, Z., "When destiny hurts : Implicit theories of relationships moderate aggressive responses to ostracism" 48 (48): 1029-1036, 2012

8 Kammrath, L., "Voicing conflict : Preferred conflict strategies among incremental and entity theorists" 32 : 1497-1508, 2006

9 Orpinas, P., "Violence-prevention in middle schools. A pilot evaluation" 17 : 360-374, 1995

10 Plaks, J. E., "Violations of implicit theories and the sense of prediction and control : Implications for motivated person perception" 88 : 245-262, 2005

11 Levy, S. R., "Trait vs. process-focused social judgment" 16 : 151-172, 1998

12 Laursen, B., "Towards understanding peer conflict" 42 : 76-102, 1996

13 McElhaney, K. B., "They like me, they like me not : Popularity and adolescents' perceptions of acceptance predicting social functioning over time" 79 : 720-731, 2008

14 Allen, J. P., "The two faces of adolescents' success with peers : Adolescent popularity, social adaptation, and deviant behavior" 76 : 747-760, 2005

15 Buss, A. H., "The aggression questionnaire" 63 : 452-459, 1992

16 Multisite Violence Prevention Project, "The Multisite Violence Prevention Project: Background and overview" 26 (26): 3-11, 2004

17 Hong, S. H., "Testing configural, metric, scalar, and latent mean invariance across genders in sociotropy and autonomy using a non-western sample" 63 (63): 636-654, 2003

18 Eccles, J. S., "Student council, volunteering, basketball, or marching band : What kind of extracurricular involvement matters?" 14 : 10-43, 1999

19 Bentler, P. M., "Structural equation modeling with small samples" 34 (34): 181-197, 1999

20 Dweck, C. S., "Self-theories: Their role in motivation, personality, and development" Psychology Press 2000

21 Urbain, E. S., "Review of social-cognitive problem solving interventions with children" 88 : 109-143, 1980

22 Caldwell, M. S., "Reciprocal influences among relational self-views, social disengagement, and peer stress during early adolescence" 75 : 1140-1154, 2004

23 de Bruyn, E. H., "Popularity in early adolescence : Prosocial and antisocial subtypes" 21 : 607-627, 2006

24 Oden, S. L., "Peer relations and later personal adjustment : Are low-accepted children at risk?" 102 : 357-389, 1977

25 Hair, J. F., "Multivariate Data Analysis: A global perspective" Pearson Education, Inc 2009

26 Dweck, C. S., "Mindset: The new psychology of success" Random House 2006

27 Mendelson, M. J., "Measuring friendship quality in late adolescents and young adults : McGill Friendship questionnaires" 31 : 130-132, 1995

28 Butler, R., "Making judgments about ability : The role of implicit theories of ability in moderating inferences from temporal and social comparison information" 78 : 965-978, 2000

29 Burks, V. S., "Internal representational models of peers : Implications for the development of problematic behavior" 35 : 802-810, 1999

30 Hong, Y., "Implicit theories, attributions, and coping : A meaning system approach" 77 : 588-599, 1999

31 Knee, C. R., "Implicit theories of relationships : Orientations toward evaluation and cultivation" 7 (7): 41-55, 2003

32 Knee, C. R., "Implicit theories of relationships : Moderators of the link between conflict and commitment" 30 : 617-628, 2004

33 Yeager, D. S., "Implicit theories of personality and attributions of hostile intent: A meta-analysis, an experiment, and a longitudinal intervention"

34 Rudolph, K. D., "Implicit theories of peer relationships" 19 (19): 113-129, 2010

35 Blackwell, L. S., "Implicit theories of intelligence predict achievement across an adolescent transition : A longitudinal study and an intervention" 78 : 246-263, 2007

36 Dweck, C. S., "Implicit theories as organizers of goals and behavior, In The psychology of action: The relation of cognition and motivation to behavior" Guilford 69-90, 1996

37 Dweck, C. S., "Implicit theories and their role in judgments and reactions : A world from two perspectives" 6 : 267-285, 1995

38 Hong, H., "Implicit theories and evaluative processes in person cognition" 33 : 296-323, 1997

39 Dweck, C. S., "Implicit theories and conflict resolution, In The Handbook of Conflict Resolution: Theory and Practice" Jossey-Bass 2006

40 Karna, A., "Going to scale : A nonrandomized nationwide trial of the KiVa antibullying program for Grades 1-9" 79 : 796-805, 2011

41 Wentzel, K. R., "Friendships, peer acceptance, and group membership : Relations to academic achievement in middle school" 68 : 1198-1209, 1997

42 Beth, P., "Forgiveness and implicit theories in early adolescents" The University of Wisconsin-Madison 2006

43 Molden, D. C., "Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development" 61 : 192-203, 2006

44 Nussbaum, A. D., "Defensiveness versus remediation : Self-theories and modes of self-esteem maintenance" 34 : 599-612, 2008

45 Prinstein, M. J., "Cognitive moderators of the longitudinal association between peer rejection and adolescent depressive symptoms" 32 : 147-158, 2004

46 Ladd, G. W., "Classroom peer acceptance, friendship, and victimization : Distinct relational systems that contribute uniquely to children’s school adjustment?" 68 : 1181-1197, 1997

47 Heyman, G. D., "Children’s thinking about traits : Implications for judgments of the self and others" 69 : 391-403, 1998

48 Newcomb, A. F., "Children’s peer relations : A metaanalytic review of popular, rejected, neglected, controversial, and average sociometric status" 113 : 99-128, 1993

49 Hu, L. T., "Can test statistics in covariance structure analysis be trusted?" 112 : 351-362, 1992

50 Graham, S., "Attributional and emotional determinants of aggression among African-American and Latino young adolescents" 28 : 731-740, 1992

51 Huesmann, L. R., "An information processing model for the development of aggression" 14 : 13-24, 1988

52 Yeager, D. S., "An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion"

53 Dodge, K. A., "Aggression and antisocial behavior in youth, In Handbook of child psychology" Wiley 719-788, 2006

54 Yeager, D. S., "Adolescents’implicit theories predict desire for vengeance after remembered and hypothetical peer conflicts : Correlational and experimental evidence" 47 : 1090-1107, 2011

55 Dweck, C. S., "A social-cognitive approach to motivation and personality" 95 : 256-273, 1988

56 Crick, N. R., "A review and reformulation of social-information-processing mechanism in children's social adjustment" 115 : 74-101, 1994

57 Ladd, G. W., "A cognitive-social learning model of social skill training" 90 : 127-157, 1983