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NTIS 바로가기한국생활과학회지 = Korean journal of human ecology, v.22 no.3, 2013년, pp.391 - 404
This study examined the moderating role of teacher-child relationship on the relation between children's problem behavior and peer victimization. Participants were 198 children(97 boys, 101 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed the ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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또래 괴롭힘이란 무엇인가? | 또래괴롭힘 피해는 장기간에 걸쳐 자신보다 강한 유아로부터 반복적으로 부정적 행동을 받은 결과로 나타나는 유아의 부적응 문제로, Crick과 Bigbee(1998)는 또래 괴롭힘이란 때리거나 밀치는 등의 신체적 공격 및 위협 또는 욕을 하거나 상대가 듣기 싫은 별명 부르기, 조롱하기와 같은 언어적 공격 행동과 같은 직접적인 괴롭힘 행동과 나쁜 소문을 만들어 친구를 고립시키는 등의 관계에서의 따돌림 행동 등을 포함한다고 하였다. | |
또래괴롭힘 피해의 심각성을 더 절감하게 한 배경은 무엇인가? | 또래괴롭힘 피해는 단순히 괴롭힘을 받는 시기에만 영향을 미치는 것이 아니라 이후 청소년기나 성인기의 부정적인 자아존중감, 우울증 등에 영향을 주는 것으로 보고 되면서(Egan & Perry, 1998) 그 심각성을 더 절감하게 하였다. 국내에서도 또래괴롭힘 피해에 대한 관심이 높아지면서 1990년 후반부터 많은 연구들이 시작되었는데, 초기에는 빈도위주의 실태조사와 개인, 집단 상담 사례를 통한 상담학적 접근 연구가 주를 이루다가 이후 또래괴롭힘 피해와 관련된 변인들의 경험적 자료를 규명하는 연구들이 진행되었다(Shin, 2009). | |
사회적 유능 성과 행동 평정은 무엇인가? | 유아의 문제행동을 측정하기 위하여 Kwon(2011)의 연구에서 사용한 LaFreniere와 Dumas(1996)의 사회적 유능 성과 행동 평정(Social Competence and Behavior Evaluation: SCBE) 간편형의 일부 문항을 사용하였다. 공격행동 및 위축행동에 대해 각 10문항씩 총 20문항으로 평가하는 교사용 평정척도이다. 원 도구는 각 문항에 대하여 1점~6점의 6점 척도로 평정하였으나, 본 연구에서는 응답의 효율성을 위하여 예비조사를 토대로 1점(전혀 그렇지 않음)~4점(매우 그러함)의 4점 척도로 수정하여 사용하였다. |
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