또래 공격행동 및 피해행동에 대한 이해: 선행요인 탐색과 문제행동에 미치는 영향
An Understanding of Peer Aggression and Victimization: Early Predictors and Later Impacts on Behavior Problems
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본 연구는 또래 공격행동 및 피해행동에 영향을 미치는 선행요인을 탐색하고 더불어 또래 공격 및 피해행동이 이후의 문제행동에 미치는 영향을 살펴봄으로써 또래관계의 중요성을 확인하는 데 그 목적이 있다. 이를 위해 또래 공격행동 및 피해행동의 선행요인으로서 유아기(infancy)부터 유치원 연령(5.5세)까지 측정한 아동의 기질(즉흥적 분노, 반응적 고통)과 사회지각능력, 어머니의 우울증을 살펴보았다. 또한 초등학교 1학년 때 경험한 또래 공격행동 및 피해행동과 초등학교 1학년과 3학년 때 측정한 내면화 및 외현화 문제행동이 포함되었다. 연구결과, 아동의 즉흥적 분노가 많을수록, 사회지각능력이 떨어질수록, 그리고 어머니의 우울증이 심할수록, 외현적 공격행동, 대인관계 공격행동, 그리고 피해행동이 모두 유의하게 증가하였다. 차별적 선행요인으로서, 대인관계 공격행동은 아동의 성(여아)에 의해 그리고 피해행동은 반응적 고통에 의해 유의하게 설명되었다. 또한 어머니 우울증과 아동의 즉흥적 분노는 상호작용을 통해 공격행동 및 피해행동의 설명에 추가적으로 기여하였다. 설명변인으로서 또래 공격 및 피해행동은 아동의 특성과 어머니의 우울증을 통제한 후에도 동시적으로(1학년) 뿐만 아니라 2년 후에 경험하는 문제행동을 유의하게 설명하였다. 본 연구는 유아기부터 아동기중반에 이르는 미국의 종단자료를 사용하여 또래 공격행동과 피해행동이 어떤 과정을 거쳐 발달하는지 그리고 또래관계의 어려움이 이후의 문제행동에 어느 정도 영향을 주는지를 살펴보고 이를 바탕으로 또래관계의 중요성과 발달적 인과성 논의를 확장하는 데 기여하였다.
Abstract
This study was aimed to investigate early predictors and impact of peer aggression and victimization on later behavior problems. A subgroup of children included in the Wisconsin Study of Child and Health (Essex, 2001) was assessed for child temperament, and maternal depression from infancy to preschool; child social perception skills in kindergarten; peer aggression and victimization in grade 1; and behavior problems in grade 3. Regression analyses showed that children are more likely to be aggressive or victimized in grade 1 if they earlier showed higher levels of anger-prone temperament, lower levels of social perception skills, and higher levels of maternal depression. Differential predictors were found for relational aggression and victimization: Girls are more likely to be relationally aggressive than boys; infants with high levels of reactive distress were more likely to be victimized in grade 1. Anger-prone temperament moderated the relation of maternal depression to peer problems: Children whose mothers were depressed were more likely to be aggressive or victimized if they were angry-prone and impulsive. Peer aggression and victimization assessed in grade 1 explained both internalizing and externalizing behaviors 2 years later as well as concurrently, even after controlling for early predictors (risk factors). The long-term prospective data in this study contributes to better understanding of how peer aggression and victimization develop and how they impact later behavior problems.
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