또래 괴롭힘에 대한 아동의 반응 척도의 개발 및 타당화 = Development and validation of children's reactions scale to peer bullying

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to develop and validate a scale for measuring children's reactions to peer bullying. The children's reactions scale to bullying(CRSB) consisted of 16 pictures and episodes, each of which described direct or relational bullying situations. Children were asked what they would do if they witnessed peer bullying situations and forced to choose one of four response options for each episode. Four subscale scores were computed by summing the number of each response, retaliating on perpetrators, advocating bullies, watching bullying and doing noting(bystanding), or helping victims. The CRSB and a series of questionnaires were administered to a sample of 266 grade 6 elementary school students to establish its psychometric properties. The results suggested that 4 subscales had good internal consistencies(Cronbach's alpha = .71～.86). Correlation and factor analysis were used to investigate construct validity. There were significant correlations between advocating behavior and bullying experience(r=.36, p<.01), bystanding behavior and prosocial behavior(r=-.30, p<.01), and helping behavior and prosocial behavior(r=.34, p<.01), and bullying experience(r=-.27, p<.01). A three-factor solution emerged, consisting of a bystanding/helping, retaliating, and advocating behavior factor. These factors accounted for 36.5%(bystanding), 24.30%(retaliating), and 21.07%(advocating) of the variance on the CRSB, respectively. When children were categorized as ‘bullies’, ‘bully/victims’, ‘pure victims’ or ‘not involved’ on the basis of Social Experience Questionnaire, bullies were less likely to help the victims and more likely to advocate the perpetrators than other children. Limitations of the current study and implications for future research were discussed.

국문 초록 (Abstract)

본 연구의 목적은 또래 괴롭힘에 대한 아동의 반응을 측정하기 위한 척도를 개발하고 타당화하는 것이다. 괴롭힘에 대한 아동의 반응 척도(the children's reactions scale to bullying, CRSB)는 직접적 또는 관계적 괴롭힘 상황을 묘사하는 16개의 그림과 시나리오로 구성되어 있으며, 아동에게 또래 괴롭힘 상황을 목격한다면 어떻게 행동할 것인지 질문한 후, 4개의 보기 중 하나를 선택하도록 되어 있다. 각 보기에 대한 아동의 반응 빈도를 합산하여 4개의 하위척도, 즉 가해아동에 대한 보복, 괴롭힘에 대한 동조, 방관 또는 피해아동에 대한 도움 행동 점수가 산출된다. CRSB의 심리측정적 속성을 검증하기 위해 266명의 초등학교 6학년 학생에게 CRSB를 비롯한 몇 가지 자기보고식 질문지를 실시하였다. 그 결과, 4개의 CRSB 하위척도의 내적 일관성 신뢰도가 양호하였고(Cronbach's alpha = .71～.86), 동조행동과 가해경험(r=.36, p<.01), 방관행동과 친사회적 행동(r=-.30, p<.01) 및 도움행동과 친사회적 행동(r=.34, p<.01), 그리고 가해경험(r=-.27, p<.01) 간에 상관이 유의하였다. 요인분석 결과, 3개의 요인, 즉 방관, 보복 및 동조행동 요인이 추출되었고, 이들은 각각 변량의 36.5%, 24.30% 및 21.07%를 설명하였다. 사회경험질문지에 기초하여 아동을 가해, 피해, 가ㆍ피해 및 일반 아동으로 분류했을 때 가해아동은 다른 아동에 비해 도움행동을 더 적게, 그리고 동조행동을 더 많이 하는 것으로 나타났다. 본 연구의 한계점과 후속 연구에 대한 제언이 논의되었다.

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