중학생 또래괴롭힘 방어행동의 개인 수준 메커니즘과 학급 수준 특성의 효과
The Student-Level Mechanism and the Effects of Classroom-Level Factors on Defending Behavior in School Bullying among Middle School Students
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초록
본 연구는 학생의 개인적 특성(개인적 공정세상신념, 도덕적 정체성)과 환경적 특성(집단효능감, 학교 안전감)이 또래괴롭힘 방어행동에 미치는 효과를 다층 구조방정식 모델을 통해 분석하였다. 서울 소재 7개 중학교 86학급 1,116명의 자기 보고식 설문자료가 최종 분석에 활용되었으며, 연구 결과는 다음과 같다. 첫째, 개인수준에서 개인적 공정세상신념은 방어행동과 직접적인 정적 관련이 있었다. 뿐만 아니라, 개인적 공정세상신념은 도덕적 정체성과, 도덕적 정체성은 방어행동과 각각 정적 연관성이 있었으며, 도덕적 정체성은 개인적 공정세상신념과 방어행동의 관계를 매개하였다. 둘째, 학급수준의 집단 효능감과 안전감이 또래괴롭힘 방어행동을 설명하는지 확인한 결과, 집단 효능감은 방어행동을 정적으로 예측했지만, 안전감은 부적 효과를 가지는 것으로 나타났다. 본 연구 결과는 또래괴롭힘 방어행동에 있어서 개인적 특성으로서 개인적 공정세상신념과 도덕적 정체성의 중요성을 확인하였을 뿐 아니라, 학급 특성인 집단 효능감의 역할을 발견하였다는 점에서 의의가 있다. 연구 결과를 중심으로 학교 현장 교육 및 개입의 시사점을 논하였다.
Abstract
The purpose of this study was to examine the influence of student-level (i.e., personal belief in a just world and moral identity) and classroom-level (i.e., collective efficacy and safety) factors on defending behavior in school bullying situations among middle school students. For this study, multilevel structural equation modeling was used with 1,611 students from 86 classrooms of 7 middle schools in the Republic of Korea. At the student-level, personal belief in a just world was positively associated with both defending behaviors and moral identity. Moral identity was also positively correlated with defending behavior and further mediated the relationship between personal belief in a just world and defending behavior. At the classroom-level, a high level of collective efficacy was positively associated with defending behaviors while classroom level safety was negatively correlated. Based on these results, the present study discussed implications for education and counseling practices to prevent school bullying.
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