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학교 괴롭힘의 개념화와 자기보고식 평가: 현 쟁점 및 개선방안 고찰을 중심으로

Conceptualization and Self-Report Assessment of School Bullying: Current Issues and Future Directions

이동형
한국심리학회 (The Korean Psychological Association)|2014.12|한국심리학회지:일반 (Korean Journal of Psychology: General)|제33권 제4호|pp. 759-785

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참고문헌

키워드

괴롭힘학교폭력bullying자기보고식 평가개념화conceptualizationschool violenceself-report assessment조작화operationalization
주제분류심리과학

초록

본 연구는 학교에서의 괴롭힘에 대한 연구물이 국내외적으로 급증하고 있는 상황에서 괴롭힘의 개념화 및 평가 관련 주요 쟁점들을 정리하고 개선방안을 고찰하였다. 이를 위해 괴롭힘에 대한 국내외 최근 연구문헌들을 검토하여 괴롭힘의 개념화에 대한 현 쟁점을 핵심 요소, 하위 유형 및 용어 선택의 문제로 나누어 자세히 분석하고, 괴롭힘 연구에서 현재 널리 사용되고 있는 자기보고식 평가방법을 중심으로 괴롭힘의 조작화 및 측정 방법론적 쟁점들을 핵심 요소 및 하위 유형의 조작화, 단일문항 대 다문항 접근, 실시 맥락과 절차, 응답자의 반응 특성, 공유방법분산의 문제로 범주화하여 차례로 고찰하였다. 또한 이러한 고찰을 바탕으로 국내의 괴롭힘 연구자들이 유념해야 할 시사점을 도출하고 괴롭힘 평가의 향후 개선방안을 제언하고 논의하였다.

Abstract

While the amount of research on bullying in schools has markedly increased in Korea and internationally, relatively little attention has been paid to its conceptualization and assessment practice. This study was to provide a systematic review on current issues in the conceptualization and self-report assessment of bullying with implications and future directions for research and practice. Recent domestic and international research publications were critically reviewed and three major issues (i.e., core components, subtypes and terminology) in the current conceptualization of bullying were identified and discussed, followed by self-report measurement/assessment issues in terms of the operationalization of core components and subtypes, single- vs. multiple-item approaches, contextual and procedural factors, response characteristics, and shared method variance. Implications and future directions for self-report assessment practice of bullying were derived and fully discussed especially for researchers and practitioners in Korea.

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