본 연구에서는 학교체계가 중학생의 학교폭력에 미치는 영향을 살펴보고자 하였다. 또한 중학생을 남학생과 여학생으로 나누고, 학교폭력 경험도 가해경험과 피해경험으로 나누어 그 영향력을 살펴보았다. 본 연구의 주요결과로는 첫째, 학교폭력 가해경험은 성과, 학년에 따라 차이가 나타났으며, 피해경험은 성, 학년, 학교유형과 경제수준에 따라 차이가 나타났다. 둘째, 남학생의 가해경험에 영향을 미치는 학교체계 요인으로는 집단화, 비행친구와의 접촉정도, 폭력적 체벌정도와 학교폭력에 대한 급우의 태도로 나타났으며, 여학생의 가해경험에는 이 요인 외에 학교분위기가 포함되었다. 남학생의 피해경험에는 집단화, 비행친구와의 접촉정도, 폭력적 체벌정도와 학급응집성이, 여학생의 피해경험에는 집단화와 폭력적 체벌정도가 영향을 미치는 것으로 나타났다.
본 연구에서는 학교체계가 중학생의 학교폭력에 미치는 영향을 살펴보고자 하였다. 또한 중학생을 남학생과 여학생으로 나누고, 학교폭력 경험도 가해경험과 피해경험으로 나누어 그 영향력을 살펴보았다. 본 연구의 주요결과로는 첫째, 학교폭력 가해경험은 성과, 학년에 따라 차이가 나타났으며, 피해경험은 성, 학년, 학교유형과 경제수준에 따라 차이가 나타났다. 둘째, 남학생의 가해경험에 영향을 미치는 학교체계 요인으로는 집단화, 비행친구와의 접촉정도, 폭력적 체벌정도와 학교폭력에 대한 급우의 태도로 나타났으며, 여학생의 가해경험에는 이 요인 외에 학교분위기가 포함되었다. 남학생의 피해경험에는 집단화, 비행친구와의 접촉정도, 폭력적 체벌정도와 학급응집성이, 여학생의 피해경험에는 집단화와 폭력적 체벌정도가 영향을 미치는 것으로 나타났다.
The purpose of this study was to examine the effects of school-systems on middle school students" school violence in both bullying and bullying victimization according to gender. Subjects of this study involved total of 677 students from middle school in Chungbuk province. First, Gender and grade br...
The purpose of this study was to examine the effects of school-systems on middle school students" school violence in both bullying and bullying victimization according to gender. Subjects of this study involved total of 677 students from middle school in Chungbuk province. First, Gender and grade brought differences in bullies. Gender, grade, school type and family economic status brought differences in bullying victims. Second, In boys, bullies were affected by school systems such as group aggregation, peer group"s exposure to delinquency, use of teacher"s corporal punishment, and classmates attitude toward bullying. In girls, school atmosphere was added to the exactly same system factors as boys among bullies. Male bullying victims were affected by school systems such as group aggregation, peer group"s exposure to delinquency, use of teacher"s corporal punishment, and class cohesiveness. With female bullying victims, only the extent of group aggregation and use of teacher"s corporal punishment had shown significant influence. Overall, school-systems were found to be more closely related in bullies than bullying victims. This suggests variables explaining bullying victimization lay in other categories of adolescents" life. Additionally, gender stood out to be an important factor to explain the influence of school-system on bullying among middle school students.
The purpose of this study was to examine the effects of school-systems on middle school students" school violence in both bullying and bullying victimization according to gender. Subjects of this study involved total of 677 students from middle school in Chungbuk province. First, Gender and grade brought differences in bullies. Gender, grade, school type and family economic status brought differences in bullying victims. Second, In boys, bullies were affected by school systems such as group aggregation, peer group"s exposure to delinquency, use of teacher"s corporal punishment, and classmates attitude toward bullying. In girls, school atmosphere was added to the exactly same system factors as boys among bullies. Male bullying victims were affected by school systems such as group aggregation, peer group"s exposure to delinquency, use of teacher"s corporal punishment, and class cohesiveness. With female bullying victims, only the extent of group aggregation and use of teacher"s corporal punishment had shown significant influence. Overall, school-systems were found to be more closely related in bullies than bullying victims. This suggests variables explaining bullying victimization lay in other categories of adolescents" life. Additionally, gender stood out to be an important factor to explain the influence of school-system on bullying among middle school students.
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