집단따돌림에서 이타행동과 방어자의 관계: 또래지지 조절효과
- 발행기관 아주대학교
- 지도교수 신효정
- 발행년도 2015
- 학위수여년월 2015. 2
- 학위명 석사
- 학과 및 전공 교육대학원 상담심리
- 실제URI http://www.dcollection.net/handler/ajou/000000019002
- 본문언어 한국어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
국문요약 본 연구의 목적은 방어자의 특성 중 하나인 이타행동이 집단따돌림 상황에서 방 어자 행동의 빈도를 높이는지 확인하고,남녀 각 집단에서 방어자와 이타행동의 관 계를 또래지지가 조절하는지 밝히는 것이다. 집단따돌림은 구조적 특성상 집단따돌림을 목격하는 주변인들의 행동이 집단따돌 림을 줄이는데 큰 역할을 할 수 있다(오인수,2010;Hazler,1996).집단따돌림의 가 해자는 침묵하며 방관하는 주변인들의 행동으로 인해 묵시적으로 동조나 지지를 받 게 되어(김현주,2003;Rigby & Slee,1993)가해 행동을 지속하게 되기 때문이다. 가해자의 폭력행동을 멈추도록 하기 위해서는 방어자처럼 또래집단에 직접 개입하 여 가해자의 폭력을 저지하거나 피해자를 지지해 주는 일이 필요하므로 본 연구는 주변인 중 방어자의 역할에 주목하였다. 본 연구의 목적을 달성하기 위하여 설정한 연구문제는 다음과 같다. 첫째,집단따돌림의 주변인 역할유형과 이타행동,또래지지가 성별에 따라 차이가 있는가? 둘째,집단따돌림의 주변인 역할유형에 따라 이타행동의 차이가 있는가? 셋째,집단따돌림에서 이타행동과 방어자의 관계를 또래지지가 조절하는가?성별 에 따라 조절효과에서 차이가 있는가? 위의 연구문제를 해결하기 위하여,본 연구에서는 집단따돌림 역할유형척도,이타 행동척도,또래지지척도로 구성된 설문지로 조사를 하였다.경기도 Y시 소재 중학 교에 재학 중인 남학생 150명,여학생 188명을 연구대상으로 하여 자료를 수집하였 다.남녀 각 집단에서 집단따돌림 주변인의 역할유형의 빈도를 알아보기 위하여 교 차분석을 실시한 후 독립성 검증(Chi-squaretest)을 실시하였으며,집단따돌림 주 - ii - 변인의 역할유형과 이타행동,또래지지가 성별에 따라 차이가 나타나는지 알아보기 위하여 t-test를 실시하였다.또한,집단따돌림의 주변인 역할유형에 따라 이타행동 의 차이가 나타나는지를 살펴보기 위하여 일원배치변량분석(one-way ANOVA)과 Scheffe사후검증(post-hoctest)을 실시하였다.마지막으로 남녀 각 집단에서 이타 행동과 집단따돌림 방어자 관계의 또래지지 조절효과가 나타나는지 알아보기 위하 여 위계적 회귀분석을 실시하였다. 연구결과를 살펴보면 첫째,집단따돌림 주변인은 방어자,방관자,가해동조자 순 의 빈도분포를 보였다.주변인 중 방어자는 남학생이 여학생보다 높은 빈도를 보였 으며,방어자의 역할 수행 정도 또한 여학생보다 높았다.방관자의 경우는 여학생이 남학생보다 높은 빈도를 보였으며,방관자의 역할 수행 정도도 남학생보다 높게 나 타났다.다만,가해동조자는 남학생의 빈도가 여학생보다 높게 나타났으나,남학생 과 여학생간의 역할 수행 정도 면에서 남녀 간의 유의미한 차이는 나타나지 않았 다.둘째,방어자의 이타행동은 방관자나 가해동조자보다 유의미하게 높게 나타났으 며,방관자와 가해동조자간의 이타행동은 차이가 나타나지 않았다.셋째,남학생의 경우 이타행동과 방어자의 관계를 또래지지가 조절하는 것으로 나타났으나,여학생 은 조절효과가 나타나지 않았다. 이상의 연구결과를 바탕으로 후속연구를 위하여 제언을 하면 다음과 같다.첫째, 본 연구는 경기도 Y시 소재 중학교에 재학 중인 학생을 대상으로 실시되었으므로 이 연구 결과를 일반화하기에는 한계가 있다.따라서,앞으로의 연구에서는 다양한 지역에서 학교 급별로 학생을 선정하여 체계적으로 접근함이 필요하다.둘째,본 연 구는 집단따돌림에 관여하는 참여자들의 역할유형을 분류하고자 자기보고식 설문지 를 사용하여 양적으로 분류하였다.자기보고식 설문지는 자신을 좀 더 긍정적으로 평가할 수 있기 때문에 또래지명식과 병행할 필요가 있으며,좀 더 심도 있는 변인 - iii - 들의 연구를 위해서 질적 연구를 검토해볼 필요도 있다.셋째,남학생의 경우 이타 행동과 집단따돌림 방어자의 관계에서 또래지지의 조절효과가 나타났으나 여학생의 경우엔 조절효과가 나타나지 않았다.따라서,여학생의 경우 사회적 지지 자원 중 어떤 자원이 조절효과를 나타낼지 연구해 볼 필요가 있다.넷째,이타행동이 방어자 행동을 증가시켜 집단따돌림 감소와 예방의 효과가 보고되고 있으므로 이타행동에 영향을 주는 변인을 개인차원,가정환경차원,학교환경차원에서 구체적으로 살펴봄 이 필요하다.이타행동은 영아기부터 나타나기 시작하여 청소년기까지 전체적으로 계속 성장하므로 가정과 학교에서 이타행동을 증진시킬 수 있도록 교육시킬 필요가 있기 때문이다. 주요어:집단따돌림,주변인,방어자,이타행동,또래지지
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국문요약
Ⅰ.서론 ·····································································································································1
1.연구의 필요성과 목적 ·································································································1
2.연구문제 ·························································································································6
Ⅱ.이론적 배경 ······················································································································7
1.집단따돌림 ·····················································································································7
가.집단따돌림의 개념 ·······························································································7
나.집단따돌림의 역할유형 ·······················································································9
다.집단따돌림의 주변인 ··························································································11
2.집단따돌림의 방어자 ··································································································13
가.방어자의 개념 ······································································································14
나.방어자의 특성 ······································································································14
3.이타행동 ························································································································16
가.이타행동의 개념 ··································································································16
나.이타행동의 발달 ··································································································18
4.집단따돌림에서 이타행동과 방어자의 관계 ··························································21
5.또래지지 ························································································································22
가.또래지지의 개념 ··································································································23
나.또래지지와 집단따돌림 ······················································································24
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Ⅲ.연구방법 ··························································································································29
1.연구대상 ························································································································29
2.측정도구 ························································································································29
가.집단따돌림 역할유형 척도 ················································································29
나.이타행동 척도 ······································································································31
다.또래지지 척도 ······································································································32
3.분석절차 및 분석방법 ································································································33
Ⅳ.연구결과 ··························································································································35
1.연구변인의 기술통계 ··································································································35
가.집단따돌림 역할유형과 이타행동,또래지지의 기술통계 ·····························35
나.집단따돌림 역할유형별 빈도분석 ······································································36
다.집단따돌림 주변인과 이타행동,또래지지의 상관관계 ·································37
2.성별에 따른 주변인 역할유형과 이타행동,또래지지의 차이 ···························38
가.성별에 따른 주변인 역할유형 빈도분석 ························································38
나.성별에 따른 주변인 역할유형과 이타행동,또래지지의 차이 ···················39
3.주변인 역할유형에 따른 이타행동의 차이 ····························································41
4.이타행동과 방어자의 관계에서 또래지지의 조절효과 ········································42
Ⅴ.논의 및 결론 ··················································································································46
1.요약 및 논의 ················································································································46
2.결론 및 제언 ················································································································50
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참고문헌 ···································································································································54
부록 ···········································································································································65
