초등학교 1학년 학생의 사회적 행동과 지각된 인기의 관계 : 사회적 선호와 교사 선호의 영향효과
The relationship between social behavior and perceived popularity in first-grade students: effects of social preference and teacher preference
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
초등학교 1학년은 전이의 시기로서, 또래와 교사는 아동들의 사회적 관계형성에 주요한 영향을 미친다. 본 연구는 지각된 인기에 미치는 또래와 교사의 영향을 살펴보기 위해 초등학교 1학년 아동 154명을 대상으로 사회적 행동과 지각된 인기의 관계에서 사회적 선호와 교사 선호의 매개효과를 살펴보았다. 이를 위해 또래 지명법을 사용하여 공격성, 사회적 선호, 지각된 인기, 교사 선호를 측정한 후, Mplus 7.0을 사용하여 변인간의 관계를 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 공격성과 친사회성 모두 지각된 인기에 정적인 영향을 주었다. 둘째, 사회적 선호와 교사 선호는 지각된 인기에 정적인 영향을 미쳤다. 셋째, 친사회성과 지각된 인기의 관계에서 교사 선호의 매개효과가 나타난 반면 공격성과 지각된 인기의 관계에서는 교사 선호의 매개효과가 나타나지 않았다. 넷째, 사회적 선호는 공격성과 친사회성이 지각된 인기와 가지는 관계를 모두 매개하였다. 본 연구결과는 전이시기인 초등학교 1학년 아동의 지각된 인기에 미치는 영향에 대해 사회적 참조자로서 또래와 교사의 역할을 심도 있게 논의하였다는데 그 의의가 있다.
Abstract
The purpose of this study is to investigate the effects of peer and teacher preference on the relationship between social behavior (aggression and prosocial) and perceived popularity in elementary school students. The subjects of current study were 154 first-grade students and their aggression, social preference, perceived popularity, and teacher preference were measured with peer nomination and the relationships between the variables was analyzed using Mplus 7.0. The results of this study were as follows. First, both aggression and prosocial behaviors had a positive impact on perceived popularity. Second, social preference and teacher preference also had a positive effect on perceived popularity. Third, mediating effect of teacher preference was found in relation to prosocial and perceived popularity, but mediating effect of teacher preference in relation to aggression and perceived popularity was not significant. Fourth, social preference mediated the relationship between social behavior and perceived popularity. These results suggest that social preference and teacher preference influence on the perceived popularity of first-grade elementary school children. Especially, the result showed the importance of teachers in achieving perceived popularity through prosocial behavior. This study implies the differential effects of aggression according to the type of social status as well as the significant role of peer and teacher as social references.
참고문헌 (31)
- 김진구, "초등학생의 또래생태에 대한 교사-학생 지지와 갈등의 조절효과 : 공격성의 또래영향과 사회화를 중심으로", 박사, pp.2017
- 김진구, "초등학생의 공격성이 사회적 지위에 미치는 영향: 또래 공동체 의식과 교사 친밀성의 조절효과", 열린교육연구, 23(4), pp.207~231 (2015), 한국열린교육학회[DOI]
- 윤소정, "유아의 공격성이 교사-유아관계와 또래유능성에 미치는 영향", 한국보육지원학회지, 7(4), pp.49~68 (2011), 한국보육지원학회
- 이명숙, "유아의 성, 기질 및 인기도에 따른 또래간 리더십 연구", 아동복지연구, 4(2), pp.37~62 (2006)
- 이승하, "유아의 공격성, 지배력과 또래관계와의 관련성: 성별을 중심으로", 학습자중심교과교육연구, 17(20), pp.375~393 (2017), 학습자중심교과교육학회[DOI]
- 최혜선, "전래놀이 및 보드게임을 통한 초등학교 1학년 아동의 학교적응, 사회성, 자기조절능력에서의 변화 탐색", 아동교육, 24(3), pp.297~312 (2015), 한국아동교육학회[DOI]
- Babcock, B., "Limited nomination reliability using single and multiple item measures", Social Development, 23(3), pp.518~536 (2014)
- Björkqvist, K., "Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression", Aggressive Behavior, 18(2), pp.117~127 (1992)
- Cillessen, A. H., "From censure to reinforcement : Developmental changes in the association between aggression and social status", Child Development, 75(1), pp.147~163 (2004)
- Cillessen, A. H., "Understanding popularity in the peer system", Current Directions in Psychological Science, 14(2), pp.102~105 (2005)
- Crick, N. R., "Relational aggression, gender, and socialpsychological adjustment", Child Development, 66(3), pp.710~722 (1995)
- De Bruyn, E. H., "Associations of peer acceptance and perceived popularity with bullying and victimization in early adolescence", The Journal of Early Adolescence, 30(4), pp.543~566 (2010)
- De Laet, S., "Transactional links between teacher–child relationship quality and perceived versus sociometric popularity : A three‐wave longitudinal study", Child Development, 85(4), pp.1647~1662 (2014)
- 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)
- Gest, S. D., "Teaching practices and elementary classroom peer ecologies", Journal of Applied Developmental Psychology, 32(5), pp.288~296 (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, pp.279~309 (2003)
- Hendrickx, M. M., "Social dynamics in the classroom : Teacher support and conflict and the peer ecology", Teaching and Teacher Education, 53, pp.30~40 (2016)
- Hendrickx, M. M., "Teacher liking as an affective filter for the association between student behavior and peer status", Contemporary Educational Psychology, 49, pp.250~262 (2017)
- Hendrickx, M. M., "Teacher behavior and peer liking and disliking : The teacher as a social referent for peer status", Journal of Educational Psychology, 109(4), pp.546~ (2017)
- Hu, L. T., "Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives", Structural Equation Modeling, 6(1), pp.1~55 (1999)
- Hughes, J. N., "Teacher–student relationship and peer disliking and liking across grades 1–4", Child Development, 87(2), pp.593~611 (2016)
- Hughes, J. N., "Further support for the developmental significance of the quality of the teacher–student relationship", Journal of School psychology, 39(4), pp.289~301 (2001)
- Hughes, J. N., "Effect of peer nominations of teacher–student support at individual and classroom levels on social and academic outcomes", Journal of School Psychology, 52(3), pp.309~322 (2014)
- Kay, M., "International perspectives on transition to school: Reconceptualising beliefs, policy and practice" (2013), Routledge
- Ladd, G. W., "Predicting children's social and school adjustment following the transition from preschool to kindergarten", Child Development, 58, pp.1168~1189 (1987)
- Logis, H. A., "Popularity as an organizing factor of preadolescent friendship networks : Beyond prosocial and aggressive behavior", Journal of Research on Adolescence, 23(3), pp.413~423 (2013)
- 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)
- Pellegrini, A. D., "A longitudinal study of boys' rough-and-tumble play and dominance during early adolescence", Journal of Applied Developmental Psychology, 16(1), pp.77~93 (1995)
- Pellegrini, A. D., "A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school", British Journal of Developmental Psychology, 20(2), pp.259~280 (2002)
- Prinstein, M. J., "Forms and functions of adolescent peer aggression associated with high levels of peer status", Merrill-Palmer Quarterly, 49, pp.310~342 (2003)
- Youniss, J., "Social construction of adolescence by adolescents and parents", New Directions for Child and Adolescent Development, 1983(22), pp.93~109 (1983)