우리나라는 지난 30여 년간 고도의 산업화와 급속한 경제발전을 이루었다. 이는 우리들의 삶에 생활의 편리함과 물질적인 풍요를 가져다주었지만 그 이면에는 전통적인 가치관의 붕괴와 핵가족화로 인한 가족문제, 물질만능의 사회풍조로 인한 사회적 제반 문제점이 야기되고 있다. 이들 사회문제 가운데 청소년 문제는 날로 심각한 상태에 이르고 있는데, 음주, 흡연, 약물 남용, 성 문제, 가출, 자살, 폭력 등에 이르는 여러 가지 청소년 문제 가운데 특히 학교폭력은 심각한 수준에 이르고 있다.
The present study examined whether there are differences in ego-identity status and social problem‐solving ability by experience in committing school violence. The major results of this study are as follows. First, experience in committing school violence was different by gender, and male students had more experience than female ones. However, no difference was observed by grade. Second, ego-identity status and social problem‐solving ability were different by whether to have experience in committing school violence. Students without experience in committing school violence showed higher ego-identity status and social problem‐solving ability than those with. Third, significant difference was observed in goal-directedness and self-acceptance among the subscales of ego-identity. Students without experience in committing school violence showed higher goal-directedness and self-acceptance than those with. However, no significant difference was observed in interpersonal role expectation and self-assertiveness. Fourth, significant difference was observed in cognition subscale, behavior subscale, problem definition and formulation, generation of alternatives and decision making among the subscales of social problem‐solving ability by whether to have experience in committing school violence. Students without experience in committing school violence showed higher scores in cognition subscale, behavior subscale, problem definition and formulation, generation of alternatives and decision making than those with. However, no significant difference was observed in emotion subscale and solution implementation and verification.
Ⅰ. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구 방법 Ⅳ. 결 과 V. 논 의 참고문헌 Abastract
