[논문]또래 괴롭힘 피해와 학교적응 관계에서 사회적 자아 지각 및 또래 신념의 매개 영향

장윤정; 신유림

doi:10.6115/khea.2010.48.10.025

또래 괴롭힘 피해와 학교적응 관계에서 사회적 자아 지각 및 또래 신념의 매개 영향
Mediating Effects of Social Self-Perceptions and Peer-Beliefs on the Relations between Peer Victimization and School Adjustment 원문보기

대한가정학회지 = Journal of the Korean Home Economics Association, v.48 no.10 = no.266, 2010년, pp.25 - 35

초록
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본 연구는 또래 괴롭힘 피해와 학교적응의 관계에서 자아 및 또래 지각의 매개효과를 검증하고자 하였다. 연구대상은 초등학교 5, 6학년 남녀 아동 521명이다. 또래 지명법을 사용하여 또래 괴롭힘의 피해가 측정되었고 자기 보고법을 사용하여 자아 및 또래 지각과 학교 회피가 측정되었다. 연구결과를 보면, 자아 및 또래 지각은 또래 괴롭힘 피해와 학교적응의 관계에서 완전 매개 효과가 있었으며, 반면에 또래 괴롭힘 피해는 학업 성취에 직접적인 영향을 미치는 것으로 나타났다.

Abstract ▼ AI-Helper

This study examined the potential mediating mechanisms underlying the association between peer victimization and school adjustment. 521 children in the fifth and sixth grades were recruited from primary schools in Korea. Peer nomination and self-reports were used to measure peer victimization, cognitive representations, and school avoidance. Academic achievement records were obtained from official school records. The findings indicated that peer victimization contributed to school avoidance and academic achievement by different pathways. The association between peer victimization and school avoidance was indirectly mediated by perceptions of the self and peers. In contrast, peer victimization was directly associated with academic achievement.

주제어

AI 본문요약
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문제 정의

This study was conducted to extend the existing research by examining the influence of peer victimization on school adjustment in a Korean setting. We also investigated the potential mediating mechanisms underlying the association between peer victimization and school adjustment.
The current study performed to obtain a better understanding of how peer victimization increases the risk of school avoidance. To do this, this study investigated the role of cognitive processes in linking peer victimization and school avoidance. As anticipated, we found that the effects of peer victimization on school avoidance are mediated through social self-perceptions.

제안 방법

Children completed the Peer View Questionnaire (PVQ) which was developed in a previous study(Troop-Gordon, 2002). This questionnaire included 15 items covering the extent to which children perceive their school peers as having prosocial (e.g., helpful, trustworthy, and friendly) and antisocial characteristics (e.g., deceitful, bossy, and hostile). Scores for items measuring perceptions of antisocial behaviors were reverse scored.

대상 데이터

The children were recruited from two elementary schools in Gwangju City, Korea, which is a big city with a population of about one million, located in the Jeonra province in South Korea. Six 5th and eight 6th grade classes participated in this study, and class sizes ranged from 40 to 43 children.
Peers play a central role in many of the activities that define children’s lives. The children were recruited from two elementary schools in Gwangju City, Korea, which is a big city with a population of about one million, located in the Jeonra province in South Korea. Six 5th and eight 6th grade classes participated in this study, and class sizes ranged from 40 to 43 children.
The participants were 521 children(282 boys, 54.1%;239 girls, 45.9%) in the fifth(n=231) and sixth grades(n=290) with ages ranging from 11-12 years. From late childhood, children spend greater amount of time with peers.

데이터처리

We obtained children’s mathematics and Korean language scores from official school records. The collected date were analyzed using Pearson correlations and SEM.

이론/모형

School avoidance was measured using the School Avoidance Questionnaire (Ladd & Price, 1987).

후속연구

Deficits in academic achievement can create behavior tendencies, which increase children’s risk for victimization in their peer group(Pope & Bierman, 1999). Further investigation is required to explore these chains of reciprocally interacting causes and effects.

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