청소년의 ADHD 성향이 학교폭력 가해 행동에 미치는 영향에서 학교폭력 피해경험의 매개효과 = Mediating Effect of School Victimization Experience on Adolescents` ADHD Tendency and School Bullying Behavior

국문 초록 (Abstract)

본 연구는 중학교 2학년생의 ADHD 성향이 학교폭력 가해 행동에 영향을 미치는 데 있어서 학교폭력 피해경험의 빈도가 매개적 역할을 하는가를 알아보고자 하였다. 이를 위해 한국청소년정책연구원에서 시행한 2011년도 한국아동청소년패널 중학생 2차 자료를 대상으로 중학생의 ADHD 성향, 학교폭력 가해횟수와 피해 당한 횟수를 합산하여 분석 하였으며, 자료 분석은 IBM-SPSS 20.0과 AMOS 18.0을 사용하여 구조방정식 모형을 적용하였다. 연구결과를 요약하면 다음과 같다. 중학생의 ADHD 성향은 학교폭력 피해 경험을 매개로 하여 학교폭력 가해 행동에 영향을 미치는 것으로 나타났다. 이때 ADHD 성향은 학교폭력 피해 행동에 대한 간접효과뿐 아니라 학교폭력 가해 행동에 대한 직접효과도 나타냈고, 연구모형인 부분매개모형이 경쟁모형과의 비교를 통해 보다 적합한 모형으로 지지되었다. 본 연구결과는 학교폭력이 가장 빈번한 중학교시기에 학교폭력 가해 행동에 영향을 미치는 변인들 간의 관계성을 구체적으로 제시함으로써, 예방과 중재에 대한 실질적 개입을 모색하도록 하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of adolescents` ADHD tendency and school bullying, and to analyze the mediating effect of school victimization. 2,280 middle school students who are participants of Korean Children and Adolescents` Panel Survey were asked to complete self-administered questionnaires. IBM-SPSS 20.0 and the AMOS 18.0 were used for structural equation modeling. The summary of the results is as follows: First, adolescents` ADHD tendency affected school bullying. Second, relationship was found to be mediated by school victimization between adolescents` ADHD tendency and school bullying. School victimization also had a direct effect on school bullying Through this study, the importance of school victimization was noticed which helped to mediate in relationship between adolescents` ADHD tendency and school bullying. The implications for research and child welfare practice, especially multidisciplinary and systematic assessments of school bullying behavior were discussed.

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