청소년의 학업-사회적 행동 프로파일 중심으로 살펴본 또래 지위와 학업 규범이 행동 발달에 미치는 영향
Examining the Role of Adolescents’ Social Status and Academic Norms in the Development of Behavioral Profiles
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
청소년은 또래 사이에서의 사회적 지위에 매우 민감하고, 또래 지위는 청소년의 학업 및 사회적 행동 발달에 매우 중요한 영향을 미친다. 또래 지위의 대표적인 두 지표로는 개인의 사회적인 영향력을 나타내는 지각된 인기도와 또래들 사이에서의 호감도를 나타내는 사회적 선호도를 들 수 있다. 본 연구는 청소년의 다양한 학업 행동 및 사회적 행동을 바탕으로 청소년의 학업-사회적 행동 프로파일을 탐색하고, 청소년의 학업-사회적 행동 프로파일이 또래 지위와 관련하여 어떠한 발달적 관계를 보이는지, 그리고 청소년의 학업 규범은 청소년의 행동 프로파일의 변화와 프로파일과 또래 지위의 관계에 어떠한 영향을 주는지 살펴보았다. 이를 위해 초등학교 5-6학년, 677-736명의 학생을 대상으로 자기 보고를 통해 학업 규범을, 또래 보고를 통해 개인의 또래 지위 및 학업 및 사회적 행동을 측정하였다. 탐색적 및 확인적 요인 분석을 통해 청소년의 다양한 학업 및 사회적 행동을 분석한 결과, 청소년의 행동은 공격적-비학업 행동과 친사회적-학업 행동의 2가지 행동 프로파일을 형성하는 것으로 나타났다. 구조 방정식 모형을 통해 청소년의 학기 초 행동이 학기 말 행동에 미치는 영향을 통제한 후 변인들의 관계를 살펴본 결과, 청소년의 학기 초 공격적-비학업 행동은 학기 말의 지각된 인기도를 높이는 것으로 나타났다. 또한, 지각된 인기도가 높은 청소년은 학기 말로 갈수록 높은 공격적-비학업 행동과 친사회적-학업 행동을 보인 반면, 사회적 선호도가 높은 청소년은 학기 말로 갈수록 낮은 공격적-비학업 행동과 높은 친사회적-학업 행동을 보이는 것으로 나타났다. 뿐만 아니라, 청소년이 또래의 학업 규범이 긍정적이라고 지각할수록 친사회적-학업 행동이 유의하게 증가하는 것으로 나타났다. 이러한 결과는 청소년의 행동 발달을 이해하기 위해, 또래 사이의 지위와 또래 규범을 종합적으로 고려해야 할 필요성을 시사한다.
Abstract
Youth become increasingly concerned with their social status during early adolescence, and their social status is predictive of their academic and social functioning. The current study examined the longitudinal associations between two forms of social status(perceived popularity and social preference) and academic-social behavioral profiles, and the role of academic norms in behavioral development among early adolescents. Participants(N=736, 52% girls at W1, N=677, 52% girls at W2) evaluated the academic norms of their peers, and nominated peers for various academic and social behaviors as well as social status. Confirmatory factor analyses supported the two-factor structure of the behavioral profile: aggressive-disruptive and prosocial-engaged. Controlling for behavioral stability from W1 to W2, structural equation modeling indicated that the aggressive-disruptive behavioral profile at W1 positively predicted perceived popularity at W2. In addition, perceived popularity at W2 was positively associated with both aggressive-disruptive and prosocial-engaged behavioral profiles at W2, whereas social preference was negatively associated with the aggressive-disruptive behavioral profile but positively associated with the prosocial-engaged behavioral profile. Furthermore, youths’ academic norms at W2 were associated with an increased prosocial-engaged behavioral profile at W2. The current study underscores the importance of social status and peer norms in explaining adolescents’ behavioral development.
참고문헌 (64)
- 김동현, "초등학생의 또래지위와 공격성과의 관계 : 선호도, 인기도를 중심으로", 초등교육연구, 23(2), pp.175~194 (2010), 한국초등교육학회
- 김은아, "남녀 중학생의 또래괴롭힘 방어행동과 공감, 자기효능감, 학급규준에 대한 믿음의 관계", 한국심리학회지: 발달, 24(1), pp.59~77 (2011), 한국심리학회 산하 한국발달심리학회
- 김진구, "초등학생의 공격성이 사회적 지위에 미치는 영향: 또래 공동체 의식과 교사 친밀성의 조절효과", 열린교육연구, 23(4), pp.207~231 (2015), 한국열린교육학회[DOI]
- 김진구, "초기 청소년기 또래거부의 사회화 과정: 친구네트워크와 교사-학생 관계의 영향", 한국심리학회지: 발달, 31(3), pp.163~182 (2018), 한국심리학회 산하 한국발달심리학회[DOI]
- 박종효, "초등학생의 지각된 인기가 친사회적 행동에 미치는 영향: 또래 연결망 구조의 조절효과", 아시아교육연구, 18(1), pp.25~49 (2017), 교육연구소
- 신희영, "Social Dominance Goals Matter in Friendship Dynamics Around Aggressive Behavior: Longitudinal Social Network Perspective", 한국심리학회지:학교, 15(3), pp.307~329 (2018), 한국심리학회산하학교심리학회[DOI]
- 심재량, "초등학생의 또래거부와 괴롭힘 피해행동의 관련성: 학급 갈등규범의 조절효과", 교육심리연구, 32(3), pp.549~569 (2018), 한국교육심리학회[DOI]
- 이승연, "중학생의 공감, 사회적 자기효능감, 지각된 규준과 또래괴롭힘 방어행동과의 관계", 한국심리학회지: 발달, 27(3), pp.89~109 (2014), 한국심리학회 산하 한국발달심리학회
- 이승연, "초등학생의 공격성과 사회적 선호도, 지각된 인기도의 관계: 친사회적 행동과 사회적 유능성의 조절효과", 한국심리학회지:학교, 8(2), pp.153~173 (2011), 한국심리학회산하학교심리학회[DOI]
- 홍세희, "구조방정식 모형의 적합도 지수 선정기준과 그 근거", 한국심리학회지 : 임상, 19(1), pp.161~177 (2000)
- Babcock, B., "Limited nomination reliability using single and multiple item measures", Social Development, 23(3), pp.518~536 (2014)
- Buhs, E. S., "Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?", Journal of Educational Psychology, 98(1), pp.1~13 (2006)
- Cairns, R. B., "A brief method for assessing social development : Structure, reliability, stability, and developmental validity of the interpersonal competence scale", Behavioral Research and Therapy, 33(6), pp.725~736 (1995)
- Cillessen,A. H. N., "Social, emotional, and personality development in context: Handbook of peer interactions, relationships, and groups", pp.82~99 (2009), Guilford Press
- Cillessen, A. H. N., "Developmental trajectories of adolescent popularity : Aggressive peer norms and friendship dynamics modeling analysis", Journal of Adolescence, 29(6), pp.935~959 (2006)
- Cillessen, A. H. N., "Understanding popularity in the peer system", Current Directions in Psychological Science, 14(2), pp.102~105 (2005)
- de Bruyn, E. H., "Popularity in early adolescence : Prosocial and antisocial subtypes", Journalof Adolescent Research, 21(6), pp.607~627 (2006)
- Dijkstra, J. K., "Do physical and relational aggression explain adolescents' friendship selection? The competing roles of network characteristics, gender, and social status", Aggressive Behavior, 37(5), pp.417~429 (2011)
- Farmer, T. W., "Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural African American early adolescents", Developmental Psychology, 39(6), pp.992~1004 (2003)
- Garandeau, C. F., "The social status of aggressive students across contexts : The role of classroom status hierarchy, academic achievement, and grade", Developmental Psychology, 47(6), pp.1699~1710 (2011)
- Glifford-Smith, M. E., "Childhood peer relationships : Social acceptance, friendships, and peer networks", Journal of School Psychology, 41(4), pp.235~284 (2003)
- Gremmen, M. C., "Adolescents’ friendships, academic achievement, and risk behaviors : Same-behavior and cross-behavior selection and influence processes", Child Development, 90(2), pp.192~211 (2019)
- Faris, R., "Status Struggles Network Centrality and Gender Segregation in Same- and Cross- Gender Aggression", American Sociological Review, 76(1), pp.48~73 (2011)
- Farmer, T. W., "Revealing the invisible hand: The role of teachers in children's peer experiences", Journal of Applied Developmental Psychology, 32(5), pp.247~256 (2011)
- Hair, J. F., "Multivariate data analysis" (1998), Prentice-Hall
- Hamm, J. V., "Enhancing peer cultures of academic effort and achievement in early adolescence : Promotive effects of the SEALS intervention", Developmental Psychology, 50(1), pp.216~228 (2014)
- Hamm, J. V., "Injunctive and descriptive peer group norms and the academic adjustment of rural early adolescents", The Journal of Early Adolescence, 31(1), pp.41~73 (2011)
- Hawley, P. H., "Prosocial and coercive configurations of resource control in early adolescence : A case for the well-adapted Machiavellian", Merrill-Palmer Quarterly, 49(3), pp.279~309 (2003)
- Henry, D., "Normative influences on aggression in urban elementary school classrooms", American Journal of Community Psychology, 28(1), pp.59~81 (2000)
- Hinshaw, S. P., "Externalizing behavior problems and academic underachievement in childhood and adolescence : Causal relationships and underlying mechanisms", Psychological Bulletin, 111(1), pp.127~155 (1992)
- Issacs, J., "Gender-specific or common classroom norms? Examining the contextual moderators of the risk for victimization", Review of Social Development, 22(3), pp.555~579 (2013)
- Kärnä, A., "Vulnerable children in varying classroom contexts : Bystanders’behaviors moderate the effects of risk factorson victimization", Merrill-Palmer Quarterly, 56(3), pp.261~282 (2010)
- Ladd, G. W., "Peer relationships and social competence during early and middle childhood", Annual Review of Psychology, 50, pp.333~359 (1999)
- LaFontana, K, M., "Children’s perceptions of popular and unpopular peers : A multimethod assessment", Developmental Psychology, 38(5), pp.635~647 (2002)
- Laninga-Wijnen, L., "The moderating role of popular peers’goals in 5th and 6th graders’ achievement-related friendships : A social network analysis", Journal of Educational Psychology, 110(2), pp.289~307 (2018)
- Lease, A, M., "Children’s social constructions of popularity", Social Development, 11(1), pp.87~109 (2002)
- McCoy, S. S., "Adolescent susceptibility to deviant peer pressure: Does gender maatter?", Adolescent Research Review, 4(1), pp.59~71 (2019)
- McElhaney, K. B., "They like me, they like menot :Popularity and adolescents’ perceptions of acceptance predicting social functioning over time", Child Development, 79(3), pp.720~731 (2008)
- McEvoy, A., "Antisocial behavior, academic failure, and school climate", Journal of Emotional and Behavioral Disorders, 8(3), pp.130~140 (2000)
- Mercer, S. H., "Predicting change in children’s aggression and victimization using classroom-level descriptive norms of aggression and pro-social behavior", Journal of School Psychology, 47(4), pp.267~289 (2009)
- Merten, D. E., "Visibility and vulnerability : Responses to rejection by nonaggressive junior high school boys", Journal of Early Adolescence, 16(1), pp.5~26 (1996)
- Moffitt, T. E., "Adolescence-limited and life-course-persistent antisocial behavior : A developmental taxonomy", Psychological Review, 100(4), pp.674~701 (1993)
- Parkhurst, J. T., "Sociometric popularity and peer-perceived popularity : Two distinct dimensions of peer status", The Journal of Early Adolescence, 18(2), pp.125~144 (1998)
- Peets, K., "Classroom norms of bullying alter the degree to which children defend in response to their affective empathy and power", Developmental Psychology, 51(7), pp.913~920 (2015)
- Pozzoli, T., "The role of individual correlates and class norms in defending and passive bystanding behavior in bullying : A multilevel analysis", Child Development, 83(6), pp.1917~1931 (2012)
- Rambaran, J. A., "Academic functioning and peer influences : A short-term longitudinal study of network-behavior dynamics in middle adolescence", Child Development, 88(2), pp.523~543 (2017)
- Rodkin, P. C., "Heterogeneity of popularboys : Antisocial and prosocial configurations", Developmental Psychology, 36(1), pp.14~24 (2000)
- Rodkin, P. C., "They’re cool : Social status and peer group supports for aggressive boys and girls", Social Development, 15(2), pp.175~204 (2006)
- Rodkin, P. C., "APA: Educational Psychology Handbook: Vol.2. Individual differences and cultural and contextual factors", pp.363~389 (2012)
- Rodkin, P. C., "Social goals, social behavior, and social status in middle childhood", Developmental Psychology, 49(6), pp.1139~1150 (2013)
- Rose, A. J., "Overt and relational aggression and perceived popularity : Developmental differences in concurrent and prospective relations", Developmental Psychology, 40(3), pp.378~387 (2004)
- Rubin, K. H., "Handbook of child psychology: Social, emotional, and personality development(Vol. 3)", pp.571~645 (2006), Wiley
- Ryan, A. M., "Handbook of Peer Interactions, Relationships and Groups", pp.637~656 (2018), Guilford Press
- Salmivalli, C., "Connections between attitudes, group norms, and behavior in bullying situations", International Journal of Behavioral Development, 28(3), pp.246~258 (2004)
- Salmivalli, C., "Bystander matter: Associations between reinforcing, defending, and the frequency of bullying behavior", Journal of Child and Adolescent Psychology, 40(5), pp.668~676 (2011)
- Schwartz, D., "Popularity, social acceptance, and aggression in adolescent peer groups : Links with academic performance and school attendance", Developmental Psychology, 42(6), pp.1126~1127 (2006)
- Sentse, M., "Person-group dissimilarity in involvement in bullying and its relation with social status", Journal of Abnormal child Psychology, 35(6), pp.1009~1019 (2007)
- Shin, H., "The role of friends in help-seeking tendencies during early adolescence: Do classroom goal structures moderate selection and influence of friends?", Contemporary Educational Psychology, 53, pp.135~145 (2018)
- Shin, H., "Friendship dynamics of adolescent aggression, pro-social behavior, and social status : the moderating role of gender", Journal of Youth and Adolescence, 46(11), pp.2305~2320 (2017)
- Shin, H., "Friend influence on early adolescent disruptive behavior in the classroom : Teacher emotional support matters", Developmental Psychology, 53(1), pp.114~125 (2017)
- Stormshak, E. A., "The relation between behavior problems and peer preference in different classroom contexts", Child Development, 70(1), pp.169~182 (1999)
- Thomas, D. E., "The influence of classroom aggression and classroom climate on aggressive-disruptive behavior", Child Development, 82(3), pp.751~757 (2011)
- Vitaro, F., "Patterns of affiliation with delinquent friends during late childhood and early adolescence : Correlates and consequences", Social Development, 14(1), pp.82~108 (2005)
- Wentzel, K. R., "Handbook of competence and motivation", pp.279~296 (2005), Guilford Press
