아동의 행동문제와 또래괴롭힘이 학교적응과 우정에 미치는 영향의 경로 분석 = A Path Analysis of Effects of Child's Behavioral Problem and Peer Victimization on School Adjustment and Friendship

다국어 초록 (Multilingual Abstract)

Children who experience peer victimization have difficulty in various social/emotional adjustments. Especially, peer victimization influences adjusting to school environment and making social relationship negatively. And the target children of peer victimization make an assaulting child attack them by showing a behavioral problem that is a cause of teasing.
Therefore in this study, I intended to examine the influence of a child's behavioral problem on peer victimization and to look into through which path, child's behavioral problem and Peer victimization affect school adjustment and friendship.
For this study, 688 children in the 3,4,5th tirade of elementary school in Seoul areaparticipated in the survey.
The research instruments used for this study were Social Experience Questionnaire(Crick & Grotpeter, 1996), Peer Nomination Inventory(Perry. Kusel, & Perry,1988), School Adjustment Questionnaire (Lim Jung Soon,1993 ; Yoo Yoon Hee, 1995), and Friendship Quality Questionnaire(Parker & Asher, 1993).
The Statistical data were analyzed by Frequency, Percentage, Mean, Standard Deviation, Factor Analysis, Cronbach Coefficient Alpha, Multiple Repression, and Path Analysis using SAS package The results of this study were as follow:
First, the sub-factor of child's behavioral problem, externalizing problems and internalizing problems affected relational victimization and overt victimization. However, on the problem that a child cannot receive prosocial behavior, only internalizing problems affected and externalizing problems did not.
Second, as a child had more behavioral problems, he became a target of relational victimization and overt victimization more often, and received less prosocial behavior had difficulty in school adjustment. And as a child experienced more relational victimization and overt victimization (this is sub-factor of peer victimization), received less prosocial behavior, he had much more difficulty in school adjustment. A child's behavioral problem affected school adjustment indirectly through relational victimization and overt victimization, not receiving of prosocial behavior.
Third, As a child had more behavioral problems, he experienced more relational victimization and overt victimization, received less prosocial behavior, and he had worse friendship.
And as a child experienced more relational victimization and overt victimization(this is sub-factor of peer victimization), received less prosocial behavior, he had worse relationship with his friends. A child's behavioral problem influenced on his friendship indirectly through relational victimization and overt victimization and not receiving of prosocial behavior.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.이론적 배경
• Ⅲ.연구 방법
• Ⅳ.연구 결과 및 해석
• Ⅴ.논의 및 결론