[논문]또래 괴롭힘 공격적 피해, 수동적 피해 및 가해 유아의 사회적 행동, 심리사회적 적응과 언어능력

신유림

doi:10.6115/khea.2011.49.6.001

또래 괴롭힘 공격적 피해, 수동적 피해 및 가해 유아의 사회적 행동, 심리사회적 적응과 언어능력
Social Behaviors, Psychosocial Adjustments, and Language Ability of Aggressive Victims, Passive Victims, and Bullies in Preschool Children 원문보기

대한가정학회지 = Journal of the Korean Home Economics Association, v.49 no.6, 2011년, pp.1 - 12

초록
AI-Helper

본 연구는 유아를 대상으로 또래 괴롭힘에 관련된 네 집단을 공격적 피해, 수동적 피해 및 가해 유아로 구분하여 각 집단의 분포와 심리사회적 특성 및 언어능력을 살펴보았다. 연구대상은 4, 5세 남녀 유아 297명이다. 교사를 통해서 또래 괴롭힘과 사회적 행동 특성 및 교사-유아관계를 측정하였으며, 유아 면접법을 사용하여 언어능력과 자아 개념을 측정하였다. 연구결과를 보면 하위 집단 별로 선행연구와 유사한 심리사회적 특성을 보였으며 이는 유아기 또래 괴롭힘에 개입된 하위 집단의 이질적인 특성을 보여준다.

Abstract ▼ AI-Helper

This study investigated prevalence rates and differences in social behaviors, psychosocial adjustments, and language ability of preschool children who engaged in bully/victim subgroups: aggressive victims, passive victims, bullies, and non-involved. The participants were 297 preschool children and their teachers in Jeju City. The teachers measured children's peer victimization, social behaviors, and teacher-child relationships. Children's language ability and self-concept were also assessed by individual interview. There were significant differences in social behaviors, psychosocial adjustments, and language ability among the bully/victim subgroups. Aggressive victims included in a high risk group characterized by a high level of aggression, ADHD, peer rejection as well as conflicted relationships with teachers. Moreover, they had limited language ability. The findings highlight behavioral heterogeneity among the bully/victim subgroups in early childhood.

주제어

AI 본문요약
AI-Helper

* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.

문제 정의

Another objective of the present study was to investigate differences in psychosocial adjustments and language ability among the bully/victim subgroups. Children identified as aggressive victims differed significantly from those who were bullies only or were victimized only.

제안 방법

This measure consisted of 24 items containing subscales to assess young children’s perceptions of cognitive competence, physical competence, peer acceptance, and maternal acceptance.

대상 데이터

7%) were five year olds. The children were recruited from five daycare centers in Jeju City. Parents provided written consent for their children’s participation in the project.

데이터처리

Differences in psychosocial characteristics and language ability by bully/victim subgroups were investigated using a MANOVA with follow-up ANOVAs and post-hoc tests. There was a multivariate main effect of the subgroup for psychosocial variables, Wilks’ Lamda = .
The collected date were analyzed using Pearson correlations, χ2 and a MANOVA.

이론/모형

Children’s self-concept was measured using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children(PSPCSA: Harter & Pike, 1984).
Children’s social behaviors were evaluated using the Social Competence and Behavior Evaluation scale(SCBE; LaFreniere & Dumas, 1996).
Teachers completed the quality of their relationship with children in classrooms using the Student-Teacher Relationship Scale(STRS: Pianta & Steinberg, 1992).

성능/효과

Children whose scores for victimization and aggression were more than .5 were classified in the aggressive victim group; children whose victimization scores were more than .5 but whose aggression scores were less than zero were classified in the passive victim group; children whose aggression scores were more than .5 but whose victimization scores were less than zero were classified in the bully group; and the children whose victimization and aggression scores were less than zero were classified in the non-involved group.
Because young children have difficulty distinguishing between their desired and their actual competence, their self-concept during early childhood is likely to be unrealistically positive(Harter, 1998). Indeed, the mean scores on this measure were from 3.33 to 3.43 out of a possible 4.0, indicating that the ratings were skewed in the direction of positive concept.
With respect to the behavioral characteristics, bullies may already differ in early childhood from the other subgroups. The results of this study indicated that compared with non-involved children, bullies were more aggressive and hyperactive. Bullies differed from aggressive victims in several aspects: they received lower social withdrawal ratings and higher prosocial behavior ratings.

후속연구

Firstly, the present study included a relatively small sample of children, and replication is required with more representative samples for generalization of the results. Secondly, because the study used a cross-sectional design, there is a need for further research using longitudinal designs. Finally, the present research relied on teacher reports, which may result on confounding of shared-method variance.

참고문헌 (58)

Abou-ezzeddin, T., Schwartz, D., Chang, L., Lee-Shin., Y., Farver, J., & Xu, Y.(2007). Positive peer relationships and risk of victimization in Chinese and South Korean children's peer groups. Social Development, 16(1), 106-127.

상세보기
Adams, J., Snowling, J., Hennesy, M., & Kind, P.(1999). Problems of behavior, reading, and arithmetic: Assessments of comorbidity using the Strengths and Difficulties Questionnaire. British Journal of Developmental Psychology, 69(4), 571-585.
Alsaker, F., & Valkanover, S.(2001). Early diagnosis and prevention of victimization in kindergarten. In J. Juvonen and S. Graham(Eds.). Peer harassment in school: The plight of the vulnerable and victimized, pp. 175-195. New York: Guilford Press.
Austin, S., & Joseph, S.(1996). Assessment of bully/victim problems in 8- to 11 year-olds. British Journal of Educational Psychology, 66(3), 447-456.

상세보기
Birch, S., & Ladd, G.(1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934-946.

상세보기
Boivin, M., & Hymel, S.(1997). Peer experiences and social self-perceptions: A sequential model. Developmental Psychology, 33(1), 135-145.

상세보기
Boulton, M., & Smith, P.(1994). Bully/victim problems in middle-school children: Stability, selfperceived competence, peer perceptions, and peer acceptance. British Journal of Developmental Psychology, 12(2), 315-329.

상세보기
Byrne, B.(1994). Bullies and victims in a school setting with reference to some Dublin schools. The Irish Journal of Psychology, 15(4), 574-586.

상세보기
Cairns, B., Cairns, H., Necker, S., Gest, G., & Gariepy, J.(1988). Social networks nd aggressive behavior: Peer suppor tor peer rejection? Developmental Psychology, 24(6), 815-823.

상세보기
Capara, V., Barbarnelli, C., Pastorelli, A., Bandura, A., & Zimbardo, G.(2000). Prosocial foundations of children's academic achievement. Psychological Science, 11(4), 302-306.

상세보기
Coie, D., Dodge, A., & Coppotelli, H.(1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557-570.

상세보기
Crick, N., Casas, J., & Ku, H.(1999). Relational and overt forms of peer victimization in preschool. Developmental Psychology, 35(2), 376-385.

상세보기
Crick, N., Casas, J., & Mosher, M.(1997). Relational and overt aggression in preschool. Developmental Psychology, 33(4), 579-588.

상세보기
Crick, N., & Grotpeter, J.(1996). Children's treatment by peers: Victims of relational and overt aggression. Development and Psychopathology, 8(2), 367-380.

상세보기
Crick, N., & Nelson, D.(2002). Relational and physical victimization within friendships: Nobody told me there'd be friends like these. Journal of Abnormal Child Psychology, 30(6), 599-607.

상세보기
DuPaul, G.(1991). Parent and teacher ratings of ADHD syndrome: Psychometric properties in a community-based sample. Journal of Clinical Child Psychology, 20(3), 245-253.

상세보기
Egan, S., & Perry, D.(1998). Does low self-regard invite victimization?' Developmental Psychology, 34(2), 299-309.

상세보기
Farver, J., Kim, Y., & Lee-Shin, Y.(2000). Within cultural differences: Examining individual differences in Korean American and European American preschoolers' social pretend play. Journal of Cross-Cultural Psychology, 31(5), 583-602.

상세보기
Guralnick, J., Connor, T., Hammond, A., Gottman, V., & Kinnish, K.(1996). The peer relations of preschool children with communication disorders. Child Development, 67(2), 471-489.

상세보기
Hanish, D., & Guerra, G.(2000). Predictors of peer victimization among urban youth, Social Development, 9(4), 521-543.

상세보기
Harter, S.(1998). The development of selfrepresentations', in W. Damon (Ed.) and N. Eisenberg(Series Ed.), Handbook of Child Psychology: Vol 4. Socialization, personality, and social development. pp. 553-618. New York: Wiley.
Harter, S., & Pike, R.(1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55(4), 1969-1982.

상세보기
Hawker, D., & Boulton, M.(2000). Twenty years' research on peer victimization and psychosocial adjustment: A meta-analytic review of crosssectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441-455.

상세보기
Haynie, D., Nansel, T., Eitel, P., Crimp, A., Saylor, K., & Yu, K.(2001). Bullies, victims, and bully/victims: Distinct groups of at-risk youth. Journal of Early Adolescence, 21(1), 29-49.

상세보기
Hinshaw, S., & Melnick, S.(1995). Peer relationships in boys with attention/deficit hyperactivity disorder with and without comorbid aggression. Development and Psychopathology, 7(4), 627-647.

상세보기
Hodge, E., & Perry, D.(1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76(4), 677-685.

상세보기
Hymel, S., Bowker, A., & Woody, E.(1993). Aggressive versus withdrawn unpopular children: Variations in peer and self-perceptions in multiple domains. Child Development, 64(3), 879-896.

상세보기
Juvonen, J., Graham, S., & Schuster, M.(2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112(6), 1231-1237.

상세보기
Kim, Y., Koh, Y., & Leventhal, B.(2004). Prevalence of school bullying in Korean middle school students. Archives of Pediatrics & Adolescent Medicine, 158(8), 737-741.

상세보기
Kim, Y., Sung, T., & Lee, Y.(2003). Preschool Receptive-Expressive Language Scale. Seoul: Seoul Rehabilitation Center.
Kochenderfer, B., & Ladd, G.(1996). Peer victimization: Manifestations and relations to school adjustment in kindergarten. Journal of School Psychology, 34(2), 267-283.

상세보기
Ladd, G., & Ladd, B.(1998). Parenting behaviors and parent-child relationships: Correlates of peer victimization in kindergarten? Developmental Psychology, 34(6), 1450-1458.

상세보기
Ladd, G., & Mars, K.(1986). Reliability and validity of preschoolers perceptions of peer behavior. Journal of Clinical Child Psychology, 15(1), 16-25.

상세보기
Ladd, G., & Profilet, S.(1996). The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32(6), 1008-1024.

상세보기
LaFreniere, P., & Dumas, J.(1996). Social competence and behavior evaluation in children aged three to six: The short form. Psychological Assessment, 8(4), 369-377.

상세보기
Marini, Z., Dane, A., Bosacki, S., & YLC-CURA.(2006). Direct and indirect bully-victims: Differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behaviors, 32(6), 551-569.

상세보기
Monks, C., Ruiz, R., & Val, E.(2002). Unjustified aggression in preschool', Aggressive Behaviors, 28(6), 458-476.

상세보기
Morita, Y., Soeda, H., Soeda, H., & Taki, M.(1999). Japan. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalno and P. Slee(Eds.). The nature of school bullying: a cross-national perspective, pp. 309-323. New York: Routledge.
Murray, C., & Murray, M.(2004). Child-level correlates of teacher-student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations. Psychology in the Schools, 41(7), 751-762.

상세보기
Olweus, D.(1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school-based intervention program. In D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression, pp. 411-448. Hillsdale, NJ: Erlbaum.
Olweus, D.(1999). Sweden. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalno, & P. Slee(Eds.), The nature of school bullying: A crossnational perspective, pp. 7-27. London: Routledge.
Pellegrini, A., Bartini, M., & Brooks, F.(1999). School bullies, victims, and aggressive victims: Factors relating to group affiliation and victimization in early adolescence. Journal of Educational Psychology, 91(2), 216-234.

상세보기
Pelligrini, A., & Blatchford, P.(2000). The child at school. London: Arnold.
Perren, S., & Alsaker, F.(2005). Social behavior and peer relationships of victims, bully-victims, and bullies in kindergarten. Journal of Child Psychology and Psychiatry, 47(1), 45-57.
Perry, D., Kuseland, S., & Perry, L.(1988). Victims of peer aggression. Developmental Psychology, 24(6), 807-814.

상세보기
Perry, D., J. Williard, J., & Perry, L.(1990). Peers' perceptions of the consequences that victimized children provide aggressors. Child Development, 61(5), 1310-1325.

상세보기
Pianta, R., & Steinberg, M.(1992). Teacher-child relationships and the process of adjusting to school. New Directions for Child Development, 57(1), 61-80.
Rigby, K.(2004). Bullying in childhood. In P. K. Smith & C. H. Hart (Eds.), Blackwell Handbook of Childhood Social Development, pp. 549-568. Oxford: Blackwell Publishing.
Rubin, K.(1993). The Waterloo Longitudinal Project: Correlates and consequences of social withdrawal from childhood to adolescence. In K. Rubin & J. Asendorpf(Eds.), Social withdrawal, inhibition, and shyness in childhood, pp. 215-235. Hillsdale, NJ: Lawrence Erlbaum Associates.
Safran, S., & Safran, J.(1985). Classroom context and teachers' perceptions of problem behaviors. Journal of Education Psychology, 77(1), 20-28.

상세보기
Schneider, H.(1998). Cross cultural comparison as doorkeeper in research on the social emotional adjustment of children and adolescents. Developmental Psychology, 34(4), 793-797.

상세보기
Schwartz, D.(2000). Subtypes of victims and aggressors in children's peer groups. Journal of Abnormal Child Psychology, 28(2), 181-192.

상세보기
Schwartz, D., Procto, L., & Chen, D.(2001). The aggressive victim of bullying: Emotional and behavioral dysregulation as a pathway to victimization by peers. In J. Juvonen & S. Graham(Eds.), Peer harassment in school: The plight of the vulnerable and victimized, pp. 147-174. New York: Guilford Press.
Smith, P.(2004). Bullying: Recent developments. Child and Adolescent Mental Health, 9(2), 98-103.

상세보기
Stattin, H., & Klakenberg-Larsson, L.(1993). Early language and intelligence development and their relationship to future criminal behavior. Journal of Abnormal Psychology, 102(3), 369-378.

상세보기
Stevenson, J.(1996). Developmental changes in the mechanisms linking language disabilities and behaviors disorders. In J. H. Beitchman, N. Cohen, M. M. Konstantereas & R. Tannock(Eds.), Language, learning and behavior disorders, pp. 78-99. Cambridge, England: Cambridge University Press.
Yiyuan, X., Farver, J., Schwarz, D., & Chang, L.(2003). Identifying aggressive victims in children's peer groups. International Journal of Behavioral Development, 27(3), 243-252.

상세보기
Younger, A., Gentile. C., & Burgess. K.(1993). Children's perceptions of social withdrawal: Changes across age. In K. Rubin & J. Asendorpf(Eds.), Social withdrawal, inhibition, and shyness in childhood, pp. 215-235. Hillsdale, NJ: Lawrence Erlbaum Associates.

저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format

연합인증