학교폭력 피해의 변화 추정: 나이 증가의 발달 요인과 고교 진학의 맥락 요인 검증 = Estimating changes in school violence victims: Verification of developmental factors of increasing age and context factors of high school admission

다국어 초록 (Multilingual Abstract)

The experience of being victimized by school violence limits the healthy growth of students. Empirical verification of changes in experiences of school violence according to age and context is an important prerequisite for coping with negative consequences. The purpose of this study is to investigate the developmental and contextual factors in order to understand the trend of students' experiences of school violence during secondary education by using a longitudinal study for 5 years from the 2nd year of middle school to the 3rd year of high school. As a research method, a binary growth model was applied in piecewise form to capture developmental and contextual factors due to changes in age and school organization through the division of time variables. According to the main research results, while the experience of school violence decreased as age (grade) increased as a developmental factor, the effect was diluted in the case of chronic victim students. In terms of context, going from middle school to high school discontinuously lowered the possibility of school violence, but this effect decreased in rural schools. Admission to special purpose high schools and specialized high schools showed different results in terms of the possibility of school violence compared to admission to general high schools. Going to a girls' high school lowered the possibility of school violence, but the possibility was increased with the increase in grade level. In the case of club participation, the possibility of school violence victimization increased for students who participated for the first time in high school. These developmental results suggest that school violence prevention education needs to be focused on middle school, and that there is a need to pay attention to the transition period from middle school to high school where school organizational forms and members change.

국문 초록 (Abstract)

학교폭력 피해 경험은 학생들의 건전한 성장을 제한한다. 나이와 맥락에 따라 학교폭력 피해 경험의 변화에 대한 경험적 검증은 학생들의 건전한 성장을 방해하는 부정적 요소를 확인하고 대처하는 데 중요한 전제 요건이라 할 수 있다. 본 연구의 목적은 중학교 2학년에서 고등학교 3학년까지 5년간 한국아동‧청소년패널조사의 종단연구를 활용하여 중등교육 기간에 학생들의 학교폭력 피해 경험의 추세와 이와 관련된 발달적 요인과 맥락적 요인을 조사하는 것이다. 연구 방법으로 이분형 성장모형을 piecewise 형태로 적용하여 시간변수의 분할을 통해 나이 증가로 인한 발달적 요인과 학교조직 형태의 변화 인한 맥락적 요인을 포착하였다. 주요한 연구 결과를 보면, 발달적 요인으로 나이(학년) 증가로 학교폭력 피해 경험은 감소하는 반면에 만성적인 피해 학생의 경우에 그 효과는 희석되었다. 맥락적 측면에서 중학교에서 고교 진학은 학교폭력 피해 가능성을 불연속적으로 낮추는 반면에 이 효과는 시골 학교에서 감소하였다. 특목고와 특성화고 진학은 일반고 진학에 비해 학교폭력 피해 가능성에서 상반된 결과를 보였다. 여고로 진학은 학교폭력 피해 가능성을 낮추었으나 학년의 증가로 가능성이 커지고 있었다. 동아리 참여의 경우에 고교에서 처음 참여하는 학생의 학교폭력 피해 가능성이 증가하였다. 이와 같은 발달적 측면의 연구결과는 학교폭력 예방 교육이 중학교에 집중될 필요가 있으며 맥락적 측면의 연구결과는 학교조직 형태 및 구성원의 변화가 일어나는 중학교에서 고등학교로 진학하는 이행기에 관한 관심이 필요함을 제기한다.

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