남녀 중학생 집단따돌림 발생원천의 성분비교 : 사회관계모형 분석 = A Component Analysis on the Causes of Bullying among Middle School Students: An Application of Social Relations Model

국문 초록 (Abstract)

본 연구는 사회관계모형에 근거하여 남녀 중학생 집단에서 나타나는 집단따돌림 발생원천의 비율을 가해자, 피 해자 및 관계성 효과로 구분하여 살펴보았다. 또한 중학생의 집단따돌림의 가해자 요인과 피해자 요인에 각각 관련되는 개인차 변인(예: 자존감)을 살펴보고자 하였다. 마지막으로 집단따돌림을 시키는 사람이 집단따돌림을 당하는 집단따돌림의 상호성을 확인하고자 하였다. 이를 위해 동성의 남녀 중학생 4명을 한 집단으로 만든 40집 단을 대상으로 라운드 로빈 방식에 의한 구성원들의 상호평가를 통해 각 상대방애 대한 집단따돌림 의도를 알 아보았다. 주요 결과로는 첫째, 집단따돌림은 양자간의 특별한 관계에 의해 발생할 가능성이 가장 컸으며, 피해 자 요인보다는 가해자 요인에 의해 발생할 가능성이 더 큰 것으로 나타났다. 한편 남학생들의 집단따돌림은 주 로 피해자가 유발하는 경향성이 큰 반면, 여학생들의 집단따돌림은 주로 가해자가 유발하는 경향성이 크게 나타 나 대조를 이루었다. 둘째, 남학생은 내향적일수록, 자존감이 낮을수록, 신경증이 클수록 집단따돌림 행동의도가 높았으며, 여학생은 자존감이 낮을수록, 집단따돌림의 피해자가 될 가능성이 낮은 것으로 나타났다. 셋째, 집단 따돌림의 상호성은 남학생 집단에서 매우 높게 나타난 반면, 여학생 집단에서는 집단따돌림의 상호성이 나타나 지 않았다.

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to examine to what proportions of bullying in middle school students take place because of actor(harmer), victim, and their unique relationship. Also it was aim to search whether if students' personal variables, including Big-5 personality traits and self-esteem were related with bullying(intention). Forty four-person same-sex groups were consisted with one hundred and sixty middle school students(80 boys and 80 girls). After they filled the prepared questionnaires to measure their self-esteem and five personality traits, then they rated each of group peers on bullying scale by round robin method. According to Kenny(1994)'s Social Relations Model, intention of bullying was divided to the components of harmer, victim, and their relationship components. We used Kenny(2003)'s statistical package of SOREMO to analysis 40 groups data. The major findings of the present were followed: First, harmer effect was about 16%, victim effect was about 11%, and their relationship effect was about 46%. This result implied that bullying was far more triggered by their unique relationship than by harmer or by victim did. Second, the students with low self-esteem bullied others more. Especially, the bullying behaviors of the boys had to do with their personality traits. Those who were introvert and felt worse about themselves bullied others more and those who were more neurotic had a higher tendency to bully others. Third, the students with low self-esteem were more likely to be bullied from peers. In the boys, those who was high in neurosis and low in self-esteem tends to trigger bullying from peers. But there is no relation between bullying and personality among girls, Finally there is an obvious evidence the reciprocity of bullying among boys.