따돌림 관여 유형에 따른 사회적 기술과 공격적 행동성향
The Relations between Social Skill and Aggressive Behavior by Types of Bystanders' Roles
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본 연구는 따돌림과 관련하여 공격적 행동성향과 사회적 기술과의 관련성을 살펴보고, 이 두 변인들에 대해 따돌림 관여 유형에 따른 집단 간 차이를 검증하였다. 본 연구에서는 따돌림 관여 유형을 가해자, 피해자, 공격적 피해자 그리고 비교집단으로서 따돌림 비관여집단을 포함하여 4집단으로 구분하였다. 본 연구를 위한 대상으로는 서울 및 경기지역의 초·중·고등학생 1,881명을 대상으로 결과를 분석하였다. 연구결과, 따돌림 관여유형에 따른 하위집단들 중, 따돌림에 관여한 집단비율이 비관여집단 보다 더 높았다. 성별과 학년별로는 따돌림 가해자와 공격적 피해자 집단의 경우 여학생보다 남학생의 비율이 높았지만, 특히 공격적 피해자의 경우 성별에 따른 큰 차이가 나타나지 않았다. 학년별로는 초등학교 시기에는 가해자와 공격적 피해자들의 분포가 비슷하게 나타났지만, 중학교 시기에 공격적 피해자의 분포는 현저히 감소된 반면, 가해자는 점점 증가하는 것으로 나타났다. 또한, 따돌림 유형에 따른 사회적 기술 및 행동과 공격적 행동성향의 차이를 살펴본 결과, 따돌림 관여 하위집단들의 사회적 기술이 비 관여집단에 비해 통계적으로 유의한 수준으로 낮았고, 공격적 행동성향은 더 높은 것으로 나타났다. 특히, 따돌림 관여의 하위 집단 내에서는 사회적 기술의 하위변인들 중 협동, 책임감, 참여, 자기통제능력에서 통계적으로 유의한 차이를 나타냈지만, 자기주장, 공감, 의사소통과 관련한 변인들에서는 집단간 차이가 나타나지 않았다. 한편, 자기통제능력을 제외한 사회적 기술의 모든 하위변인들은 공격적 행동성향과 부적인 상관을 나타냈다. 따돌림 관여 하위집단별 이 두변인간 상관을 살펴보았을 때, 공격적 피해자는 협동성을 제외한 모든 하위변인들에서 유의한 관련성이 없는 것으로서, 가해자와 피해자집단과는 결과가 다르게 나타났다. 끝으로 본 연구에서는 향후 따돌림에 관한 연구와 따돌림 예방 및 중재를 위한 프로그램 개발 및 실시를 위한 몇 가지 제언을 제시하였다.
Abstract
This study examined the relation between two variables, namely social skills and aggressive behavior, for youths involved in or exposed to bullying behaviors. For this purposes of this study, 1,881 students in elementary, middle and high school were classified into four groups including non-bully/victim, the bully, the victim, and the aggressive victim. Results evinced a greater prevalence of bullying-related involvement than non-bullying-related involvement. Related to gender and school-of-attendance, there was no difference in gender, however, there was a difference in school-of-attendance. Also, the mean-scores for the social skills variable differed across the three subgroups; specially those students who were involved in the bullying reported less social skill than non-involvement group and reported more aggressive behavior. Additionally, there were differences in cooperation, responsibility, engagement, self-control among subvariables of social skills, however, there were no group difference in assertion, empathy, communication. Analysis revealed a relationship between social skill and aggressive behavior, except for self-control which was associated with aggressive behavior. Especially, related to correlation between subvariables of three groups, the bully, the victim, and the aggressive victim, the bully and the victim's subvariables of social skills were correlated with aggressive behavior, whereas the aggressive victim's were not correlated with it. Finally, this study suggested the future implications for prevention and intervention of bullying behavior.
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