본 연구는 초등학교 학교폭력 피해 유형별로 부정적 정서인 불안과 무기력, 긍정적 정서인 감사성향 과 행복감에서의 차이를 알아보았으며, 연구대상은 초등학교 4~6학년 366명이었다. 연구결과를 보면 학교폭력 피해 유형 중 신체 피해 경험의 유무는 불안, 무기력, 행복감에서 유의미한 차이가 있는 것 으로 나타났으며, 언어 피해 경험의 유무는 불안, 무기력, 감사성향에서, 금품갈취 피해 경험의 유무 는 불안, 무기력, 감사성향, 행복감 모두에서, 강요 피해 경험의 유무는 불안에서만, 따돌림 피해 경 험의 유무는 불안과 무기력에서, 성폭력 피해 경험의 유무는 행복감에서, 사이버 폭력 피해 경험의 유무는 불안과 무기력에서 유의미한 차이가 있는 것으로 나타났다. 이러한 연구결과는 학교폭력 피 해 학생을 대상으로 하는 예방 및 상담프로그램은 부정적인 정서와 함께 긍정적인 정서를 함께 고려 하여 개발하고 실시해야 함을 의미한다.
The purpose of this study was to determine the difference of the psychological emotion : negative emotions (anxiety and learned helplessness) and positive emotions (gratitude and happiness) depending on the school violence victims of elementary school students. The subjects of this study was sixth grade students 366 in elementary school. The results of this study was as follows. First, there were significantly differences anxiety, learned helplessness and happiness depending on the experience of physical school violence. Second, there were significantly differences anxiety, learned helplessness, gratitude depending on the experience of verbal school violence. Third, there were significantly differences anxiety, learned helplessness, gratitude, happiness depending on the experience of deprived school violence. Fourth, there were significantly differences anxiety only depending on the experience of coercion school violence. Fifth, there were significantly differences anxiety and learned helplessness depending on the experience of bullying school violence. Sixth, there was a significantly differences happiness only depending on the experience of deprived school violence. Seventh, there were significantly differences anxiety and learned helplessness depending on the experience of cyber school violence. These results imply that negative emotions and positive emotions in school violence prevention and counseling should be considered.
방 법 결 과 논 의 참고문헌
