초등학생 또래괴롭힘 예방을 위한 관련변인들 간의 관계 구조분석과 독서치료 프로그램 효과 = A Structural Analysis between Related Variables for Prevention of Peer Bullying by Elementary School Students and Effects of a Bibliotherapy Program

다국어 초록 (Multilingual Abstract)

The purpose of this study is to conduct an investigation for the structural relationship among parent-child relationship, teacher-student relationship, ego-resiliency, experience of peer bullying and experience of peer victimization perceived by elementary school children. On the basis of the result, this study attempted to develop a peer bullying prevention program for each class and verify its effectiveness.
First, for a structural analysis of variables influencing peer bullying and peer victimization, students from the 4th to 6th grade in Gyeong-gi, Gyeong-nam, Gyeong-buk, Seoul, Dae-gu, and Chung-buk were surveyed vis-a-vis questionnaires on the internet from May 29th to Jun 15th in 2012. They answered on a peer victimization scale, peer bullying scale, parent-child relationship scale, teacher-student relationship scale, and an ego-resiliency scale. A total of 1,178 student responses were used in the final analysis. Through using SPSS 18.0, the mean, standard deviation, skewness and kurtosis showed normal distribution in all variables, and the estimated coefficient of Cronbach alpha showed that the reliability of all the measures used met the standards. A variance-covariance matrix of this sample was analyzed using AMOS 18.0 with the maximum likelihood minimization function. The goodness of fit was evaluated via SRMR, RMSEA, with a 90% confidence interval, CFI, TLI.
The main results were as follows:
Firstly, the parent-child relationship perceived by elementary school students is a significant internal variable directly affecting their experience of peer victimization and ego-resiliency. And their ego-resiliency is a significant internal variable directly affecting their experience of peer victimization and peer bullying. It is also an intervening variable between the receptive parent-child relationship perceived by elementary school students and their peer bullying.
Secondly, the teacher-student relationship perceived by elementary school students is a significant internal variable directly affecting their experience of peer bullying and ego-resiliency. And their ego-resiliency is a significant internal variable directly affecting their experience of peer victimization and peer bullying. It is also an intervening variable between the teacher-student relationship perceived by elementary school students and their peer bullying.
Thirdly, the parent-child relationship perceived by elementary school students directly affects their teacher-student relationship.
Lastly, peer victimization experienced by elementary school students directly affects their peer bullying.

As a result of the structural analysis, it was found that the ego-resiliency of elementary school students took a role of an intervening variable between the parent-child relationship and peer bullying and peer victimization. It also did between the teacher-student relationship and peer bullying and peer victimization. Therefore, an ego-resiliency enhancement program was developed for prevention of peer bullying.
Based on advanced research and the survey of teachers' demand, the bibliotherapy program was developed for ego-resiliency enhancement and prevention of peer bullying. It was made up of 8 sessions, 20 minutes a day, 2 days made up 1 session for reading time in the morning to perform for each class. The effectiveness of the bibliotherapy program was verified as follows. 156 students sampled from 6 classes of 2 elementary schools in Dae-gu were divided into experimental group Ⅰ, experimental group Ⅱ, and a controlled group: 2 classes of experimental group Ⅰ were for the bibliotherapy program, 2 classes of experimental group Ⅱ were for reading, 2 classes of the controlled group without any special program. The students in experimental group Ⅰ received 8 sessions of bibliotherapy for 4 weeks. To verify the effect of the program, ego-resiliency scales, peer victimization scales and peer bullying scales were used for pre test and post test, and for a later test four weeks afterward. Data analyzed by SPSS 18.0 confirmed that all three scales showed homogeneity between groups on the pre test, and MANCOVA confirmed that the pre test score didn't affect the post test and later test. To know the difference of the three groups, the score of the post test and later test was analyzed by one-way ANOVA.
The result of verifying the effectiveness of the classroom based ego-resiliency enhancement bibliotherapy program for peer bullying prevention was as follows.
Firstly, the classroom based ego-resiliency enhancement bibliotherapy program for peer bullying prevention had an effect on enhancing ego-resiliency on elementary school students. Although experimental group Ⅱ, only for reading, differed from experimental group Ⅰ, for bibliotherapy, the elementary students in experimental group Ⅱ showed enhanced ego-resiliency, too.
Secondly, the classroom based ego-resiliency enhancement bibliotherapy program for peer bullying prevention had an effect on reducing the experience of peer victimization.
Thirdly, the classroom based the ego-resiliency enhancement bibliotherapy program for peer bullying prevention had an effect on reducing the experience of peer bullying. Although experimental group Ⅱ, only for reading, differed from experimental group Ⅰ, for bibliotherapy, the reading program had an effect on reducing the experience of peer bullying, too.

In conclusion, it was confirmed that the ego-resiliency of elementary school students took a role of an intervening variable between the parent-child relationship and the teacher-student relationship affecting peer bullying and peer victimization. On the basis of that result, the classroom based ego-resiliency enhancement bibliotherapy program for peer bullying prevention was developed, and it had an effect on prevention of peer bullying on elementary school students.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 9
• 3. 용어의 정의 10
• 1) 또래괴롭힘 10
• 2) 부모-자녀 관계 10
• 3) 교사-학생 관계 11
• 4) 자아탄력성 11
• 5) 독서치료 11
• 4. 연구의 제한점 12
• 5. 연구의 가정 12
• Ⅱ. 이론적 배경 및 선행연구의 고찰 14
• 1. 또래괴롭힘 관련 변인들의 개념 및 구성요인 14
• 1) 또래괴롭힘 14
• 2) 부모-자녀 관계 24
• 3) 교사-학생 관계 26
• 4) 자아탄력성 29
• 2. 또래괴롭힘과 관련변인들 간의 관계에 대한 선행연구 고찰 31
• 1) 또래괴롭힘과 관련변인들 간의 관계 31
• 2) 자아탄력성과 다른 변인들 간의 관계 37
• 3) 부모-자녀 관계와 교사-학생 관계 39
• 3. 독서치료 40
• 1) 독서치료의 개념 40
• 2) 독서치료의 단계 41
• 3) 독서치료를 활용한 또래괴롭힘 예방 선행연구 46
• Ⅲ. 또래괴롭힘 관련변인들 간의 관계 구조분석 49
• 1. 연구모형 49
• 2. 연구방법 49
• 1) 연구대상 49
• 2) 측정도구 50
• 3) 자료수집 절차 56
• 4) 통계적 모델 및 자료분석 58
• 3. 연구결과 60
• 1) 측정변인 간의 상호상관행렬 및 기술 통계치 60
• 2) 측정모델의 부합도 및 모수치 추정 62
• 3) 초기 연구 구조회귀모델의 부합도와 모수치 추정 66
• 4) 1차 수정 구조회귀모델의 부합도 검증 결과 69
• 5) 최종 구조회귀모델의 모수치 추정 73
• Ⅳ. 또래괴롭힘 예방 프로그램 효과검증 80
• 1. 연구방법 80
• 1) 연구대상 80
• 2) 실험설계 81
• 3) 측정도구 82
• 4) 독서치료 프로그램 82
• 5) 실험절차 99
• 6) 자료분석 101
• 2. 연구결과 102
• 1) 자아탄력성에 미치는 효과 103
• 2) 또래괴롭힘 피해경험에 미치는 효과 105
• 3) 또래괴롭힘 가해행동에 미치는 효과 106
• Ⅴ. 논의 109
• 1. 또래괴롭힘 관련변인들 간 관계 구조분석 109
• 1) 초등학생이 지각한 부모-자녀 관계와 초등학생의 또래괴롭힘 간에 초등학생의 자아탄력성의 매개효과 109
• 2) 초등학생이 지각한 교사-학생 관계와 초등학생의 또래괴롭힘 간에 초등학생의 자아탄력성의 매개효과 117
• 3) 초등학생이 지각한 부모-자녀 관계는 초등학생이 지각하는 교사-학생 관계에 미치는 영향 121
• 4) 초등학생의 또래괴롭힘 피해경험이 초등학생의 또래괴롭힘 가해행동에 미치는 영향 122
• 2. 또래괴롭힘 예방을 위한 자아탄력성 증진 독서치료 프로그램 효과 123
• 1) 독서치료 프로그램과 자아탄력성 123
• 2) 독서치료 프로그램과 또래괴롭힘 피해경험 126
• 3) 독서치료 프로그램과 또래괴롭힘 가해행동 127
• Ⅵ. 결론 및 제언 130
• 1. 결론 130
• 2. 제언 133
• 참고문헌 135
• 영문초록 157
• 부록 160
• <부록1> 또래괴롭힘 가해행동 검사지 162
• <부록2> 또래괴롭힘 피해경험 검사지 163
• <부록3> 교사-학생 관계 검사지 164
• <부록4> 초등학생용 부모-자녀 관계 검사지 166
• <부록5> 자아탄력성 검사지 167
• <부록6> 독서치료 집단상담 프로그램 169