초등학생의 사회역량 발달에 영향을 미치는 개인 및 학교 요인 탐색 : 학습문화와 학교폭력을 중심으로

박종효; 최지영

서지반출

국문초록

본 연구는 한국교육개발원의 학교교육 실태 및 수준 분석 자료를 활용하여 초등학생의 사회역량에 영향을 미치는 학생 및 학교 요인을 탐색하는데 그 목적이 있다. 본 연구대상은 전국 250개교의 초등 학교에 재학 중인 6학년 학생 12,242명이다. 본 연구에서는 학생과 학교의 2수준 다층분석을 실시하였 다. 1수준 학생변인은 성별, 직전 학년(5학년)의 성적, 인성과 봉사, 그리고 따돌림 피해경험이 포함되 었고 2수준 학교변인은 학생이 지각한 경쟁 및 협력 학습문화, 학교소재지(예. 특별시), 교육비지원 학 생비율, 학교알리미의 학교폭력지표(예. 가해학생비율) 등이 사용되었다. 분석결과, 초등학생의 사회역 량은 여학생인 경우, 직전 학년의 성적이 좋을수록, 인성수준이 높고 봉사경험이 있는 경우, 그리고 따 돌림 피해경험이 적을수록 높았다. 또한 경쟁적 또는 협력적 학습문화에 대한 학생의 지각 수준이 높 을수록, 학교폭력 가해학생 비율이 낮을수록, 그리고 읍면지역보다 대도시 소재 학교에 재학할 경우, 초등학생의 사회역량은 높았다. 본 연구는 초등학생의 사회역량이 학생 개인의 특성을 넘어서 학교의 학습문화와 폭력 수준에 의해서도 영향을 받을 수 있음을 확인함으로써, 학교풍토 개선에 대한 중요성 과 정책적 시사점을 도출하였다는 데 의의가 있다.

영문초록

The current research is aimed at exploring factors in students and schools that have influenced the social capability of elementary students, using data sets from KEDI's elementary school survey (Im et al., 2011). The research subjects were 12,242 6th graders in 250 elementary schools nationwide. The data was analyzed with a 2-level Hierarchical Linear Modeling; The 1st level(individual student) included gender, academic achievement scores in the 5th grade, character, volunteer service experiences and bully victimization experiences; The 2nd level (school) consisted of the learning culture of competition or cooperation, school location, percentage of students with education financial support, school violence indicators (i.e. percentage of bully perpetrators). The result showed that elementary students were likely to be more socially capable if they are female, have high levels of academic achievement, character, volunteering services. However, students victimized by peers had lower levels of social capability. After controlling for individual students' variables, students were more socially capable if they attended schools with higher levels of competitive and cooperative learning culture, lower levels of bully perpetrators, and schools located in metropolitan cities. These research findings showed that students' social capability can be influenced by school culture and violence levels as well as students' attributes and social experiences. The current results can be used for the development of educational policy for school culture reforms and violence reduction.

키워드

사회역량 학습문화 학교폭력 따돌림 피해 초등학생 Social Capacity Learning Climate School Violence Bullying Elementary School Students

참고문헌 (74건)

권해수·김민성·강영신(2011). 학교 기반의 청소년 핵심 역량 강화 프로그램 개발 및 효과 검증. 한국청소년연구, 22(1), 141-173. (Translated in English) Kweon, H. S., Kim, M. S., & Kang, Y. S. (2011). The development and effects of a school-based key competencies program for adolescents. Studies on Kore
강명희·김민정·김보경·유지원(2013). 21세기 초등학생의 핵심역량 측정도구 개발. 교육방법연구, 25(2), 373-402. (Translated in English) Kang, M. H., Kim, M. J., Kim, B. K., & You, J. W. (2013). Developing an instrument to measure elementary school students’ 21’st century skills. The Korean Journ
김기헌 외(2010a). 청소년 생애핵심역량 개발 및 추진방안 연구 III. 한국청소년정책연구원. (Translated in English) Kim, K. H. et al. (2010a). Development and Implementation of Youth Key Competencies I II. National Youth Policy Institute.
김기헌 외(2010b). 2010 한국 청소년 핵심역량 진단조사. 한국청소년정책연구원. (Translated in English) Kim, K. H. et al. (2010b). Korean Youth Key Competencies Diagnosis. National Youth Policy Institute.
김미영(2007). 학교체계가 중학생의 학교폭력에 미치는 영향. 한국청소년연구, 18(2), 287-314. (Translated in English) Kim, M. Y. (2007). The effects of the school-system on middle school students’ bullying. Studies on Korean Youth, 18(2), 287-314.
김재엽·장용언·민지아(2011). 학교폭력 피해경험이 청소년의 학교적응에 미치는 영향: 부모-자녀의사소통의 조절효과. 청소년학연구, 18(7), 209-234. (Translated in English) Kim, J. Y., Jan, Y. E., & Min, J. A. (2007). A study on the effect of school violence to adolescent’s school adjustment: Moderating effect of
김태준 외(2010). 한국 청소년의 시민역량 국제비교 연구: 국제시민교육연구(ICCS) 참여. 한국교육개발원. (Translated in English) Kim, T. J. et al. (2010). International Comparative Study on Korean Adolescents' Civic Competencies: Participating in International Civic & Citizenship Education Study(I
김현숙(2013). 지속된 학교폭력 피해경험이 청소년의 신체발달, 사회정서발달, 인지발달에 미치는 영향. 청소년복지연구, 15(2), 121-143. (Translated in English) Kim, H. S. (2013). An effect of persistent school violence victimization experience on youths’ physical, socioemotional, and cognitive development.
김혜원(2011). 청소년들의 집단따돌림과 집단괴롭힘 피해경험에 따른 심리적 부적응 및 학교부적응. 청소년학연구, 18(5), 321-357. (Translated in English) Kim, H. W. (2011). Psychological and school maladjustment resulted by peer rejection and peer victimization among elementary, middle, and high school st
김혜원·임광규·임동훈(2013). 집단괴롭힘 가해·피해·목격 경험이 청소년들의 심리사회적 적응에 미치는 영향. 청소년학 연구, 20(5), 77-106. (Translated in English) Kim, H. W., Lim, K. K., & Lim, D. H. (2011). Effects of types and extents of bullying experience on psychosocial adjustment among male and female
박종효(2007). 집단따돌림(왕따)에 대한 이해: 발달경향과 정신건강의 관련성. 한국청소년연구, 18(1), 247-272. (Translated in English) Park, J. H. (2007). An understanding of school bullying(wangtta): Developmental trend and relation to mental health. Studies on Korean Youth, 18(1), 247-272,
박종효(2013). 또래 괴롭힘에 영향을 미치는 학생 및 학교 특성 탐색: BMI와 학교공시지표 중심으로. 아시아교육연구, 14(1), 69-95. (Translated in English) Park, J. H. (2013). Exploration of student and school factors influencing on bullying victimization. Asian J ournal of Education, 14(1), 69-95.
박진영·채규만(2011). 집단 따돌림 피해 및 가해 아동의 관련 변인 분석–부모의 양육 행동과 아동의 의사소통능력, 문제해결능력을 중심으로. 한국심리학회지: 일반, 30(1), 45-67. (Translated in English) Park, J. Y., & Chae, K. M. (2011). The role of parenting behaviors, child`s communication and problem solving skills in bull
소경희(2007). 학교교육의 맥락에서 본 ‘역량(competency)’의 의미와 교육과정적 함의. 교육과정연구, 25(3), 1-21. (Translated in English) So, K. H. (2007). ‘Competency’ in the context of schooling: It`s meaning and curricular implications. The Journal of Curriculum Studies, 25(3), 1-21.
송경오·박민정(2007). 역량기반 교육개혁의 특징과 적용가능성 탐색. 한국교육, 34(4), 155-182. (Translated in English) Song, K. O., & Park, M. J. (2007). A study on characteristics and applicability of competence-based education reform. The J ournal of Korean Education, 34(4), 155-182.
윤정일·김민성·윤순경·박민정(2007). 인간능력으로서의 역량에 대한 고찰: 역량의 특성과 차원. 교육학연구, 45(3), 233-260. (Translated in English) Yun, C. I., Kim, M. S., Youn, S. K., & Park, M. J. (2007). The essential characteristics and dimensions of competence as human ability. Korean J ournal of
이광우 외(2008). 미래 한국인의 핵심역량 증진을 위한 초중등학교 교육과정 비전 연구(II). 한국교육과정평가원. (Translated in English) Lee, K. W. et al. (2008). A study on developing key competencies in the primary and secondary school curriculum for the future of Koreans (Ⅱ) - Focused on the establi
이명신(2003). 괴롭힘행동 결정에 있어 개인 동기와 집단의 매개효과. 한국아동복지학, 15, 39-81. (Translated in English) Lee, M. S. (2003). Mediating effects of personal motives and group in the process of determining bullying behavior. J ournal of the Korean Society of Child Welfare, 15, 39
이상균(2000). 청소년의 학교비행에 대한 생태체계적 영향요인. 사회복지연구, 15(1), 109-132. (Translated in English) Lee, S. K. (2000). The effects of multisystemic factors on school delinquency. Korean Journal of Social Welfare Studies, 15(1), 109-132.
이종원·김준홍·이재연(2012). 아동·청소년의 민주시민역량 국제비교 및 지원체계 개발 연구II – 연구총괄·2012 청소년 민주시민역량 실태조사. 한국청소년개발원 연구보고서. (Translated in English) Lee, J. W., Kim, J. H., & Lee, J. Y. (2012). Study for the international comparison of civic competency of children and youth and the
이중섭·모상현(2012). 학교의 민주적 운영이 청소년의 사회성 발달에 미치는 영향 연구: 학생회의 민주적 운영과 자아존중감의 매개효과를 중심으로. 청소년학연구, 19(9), 281-308. (Translated in English) Lee, J. S., & Mo, S. H. (2012). The effect of democratic school management on youth`s social development: The mediation of de
임현정 외(2011). 학교 교육 실태 및 수준 분석(III): 초등학교 연구. 한국교육개발원. (Translated in English) Im, H. J. et al. (2011). Analysis on the actual status and qualities of school education in Korea: A study on the elementary schools(Ⅲ). Korean Educational Development Institute.
정향기·최태진(2013). 중학생의 학교폭력 경험 유형에 따른 의사소통 특성, 상담학연구, 14(1), 573-591. (Translated in English) Jung, H. G., & Choi, T. J. (2013). Characteristics of communication according to the middle school students' school violence experience types. Korean J ournal of Cou
주철안·박상욱·홍창남·이쌍철(2012). 학교조직 특성이 학생의 학업성취와 정의적 성장에 미치는 효과분석: 학교조직 진단 영역 중심으로, 아시아교육연구, 13(2), 57-80. (Translated in English) Joo, C. A., Park, S. U., Hong, C. N., & Lee, S. C. (2012). An analysis on the effect of school organizational characteristics on stu
최수미·김동일(2012). 사회적 기술, 따돌림 피해경험, 내면화 문제행동 간의 인과적 모형 탐색. 상담학연구, 13(1), 135-148. (Translated in English) Choi, S. M., & Kim, D. I. (2012). The exploration of causal model between social skills, peer victimization, and internal problem behaviors. Korean J our
최윤정·진혜경·김종원(2001). 학령기 집단따돌림 피해 및 가해아동의 인격성향에 관한 연구–한국아동인성검사를 이용하여. 소아·청소년정신의학, 12(1), 94-102. (Translated in English) Choi, Y. J., Jhin, H. K., & Kim, J. W. (2001). A study on the personality trait of bullying and victimized school children. J ournal of C
최지영·김재철(2010). 학습양식 선호유형의 범주화와 학업적 특성 비교. 아동교육, 19(3), 57-73. (Translated in English) Choi, J. Y., & Kim, J. C. (2010). Conceptualization and academic characteristics of learning style preferences. The Korean J ournal of Child Education, 19(3), 57-73.
Avant, T. S., Gazelle, H., & Faldowski, R. (2011). Classroom emotional climate as a moderator of anxious solitary children’s longitudinal risk for peer exclusion: A child X environment model. Developmental Psychology, 47(6), 1711-1727.
Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. J ournal of School Psychology, 42, 115-133.
Bergsmann, E. M., Van De Schoot, R., Schober, B., Finsterwald, M., & Spiel, C. (2013). The effect of classroom structure on verbal and physical aggression among peers: A short-term longitudinal study. J ournal of School Psychology, 51(2), 159-174.
Boulton, M. J., Smith, P. K., & Cowie, H. (2010). Short-term longitudinal relationships between children’s peer victimization/ bullying experiences and self-perceptions: Evidence for Reciprocity. School Psychology International, 31(3), 296-311.
Bouman, T., Van der Meulen, M., Goossens, F. A., Olthof, T., Vermande, M. M., & Aleva, E. A. (2012). Peer and self-reports of victimization and bullying: Their differential association with internalizing problems and social adjustment. J ournal of School P
Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors. The influence of school context. American J ournal of Community Psychology, 43, 204-220.
Brand, S., Felnoer, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large scale study of the social environment of middle and secondary schools: The validity and utility of teachers' ratings of school climate, cultural pluralism, and safety proble
Brockenbrough. K. K., Cornell, D. G., & Loper, A. F. (2002). Aggressive attitudes among victims of violence at school. Education & Treatment of Children, 25, 273-287.
Card, N. A., & Hodges, E. V. E. (2008). Peer victimization among school children: Causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23, 451-461.
Cunningham, N. J. (2007). Level of bonding to school and perception of the school environment by bullies, victims and bully victims. The J ournal of Early Adolescence, 27(4), 457-478.
Desouza, J. M. S., & Czerniak, C. M. (2002). Social behaviors and gender differences among preschoolers: Implications for science activities. Journal of Research in Childhood Education, 16(2), 175-188.
Eccles, J. S., & Roeser, R. W. (2003). School as developmental context. In G. Adams & M. D. Berzonsky(Eds.), Blackwell Handbook of Adolescence (pp. 129-148). Malden, MA: Blackwell Publishing.
Espelage, D.L., & Swearer, S.M. (2010). A social-ecological model for bullying prevention and intervention : Understanding the impact of adults in the social ecology of youngsters. In S. R. Jimerson, S. Swearer, & D. Espelage(Eds.), Handbook of bullying in
Felner, R. D., Seitsinger, A. M., Brand, S., Burns, A., & Bolton, N. (2007). Creating small learning communities: Lessons from the project on high-performing learning communities about "what works" in creating productive, developmentally enhancing, learnin
Fortner, L. A. (2012). The relationship between childhood bullying victimization and social competence in emerging adulthood. Unpublished doctoral dissertation, Florida State University.
Fox, C. L., & Boulton, M. J.(2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British J ournal of Educational Psychology, 75(2), 313-328.
Ghaith, G. (2003). The relationship between forms of instruction, achievement and perception of classroom climate. Educational Researcher, 45(1), 83-93.
Gibb, S. J., Horwood, L. J., & Fergusson, D. M. (2011). Bullying victimization/perpetration in childhood and later adjustment: findings from a 30 year longitudinal study. Journal of Aggression, Conflict and Peace Research, 3, 82-88.
Gini, G., Albiero, P., Benelli, B., & Altoe, G. (2008). Determinants of adolescents’ active defending and passive bystanding behavior in bullying. J ournal of Adolescence, 31, 93-105.
Goodenow, C., ＆ Grady, K. E. (1993). The relationship of school belonging and friends’values to academic motivation among urban adolescent students. J ournal of Experimental Education. 62, 60-71.
Hanish, L. D., & Guerra, N. G.(2002). A longitudinal analysis of patterns of adjustment following peer victimization. Development and Psychopathology, 14, 69-89.
Johnson, D. W., & Johnson, R. T.(1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
Kaltiala-Heino, R., Rimpela. P. R., & Pampela, A.(2000). Bullying at school: An indicator of adolescents at risk for mental disorders. J ournal of Adolescence, 23, 661-674.
Karna, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders' behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56, 261-282.
Klein, J., Cornell, D., & Konold, T. (2012). Relationships between bullying, school climate, and students risk behaviors. School Psychology Quarterly, 27(3), 154-169.
Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student-teacher relationships matter for academic achievement? A multilevel analysis. Canadian J ournal of School Psychology, 25(1), 19-39.
Lehr, C. A., & Christenson, S. L. (2002). Promoting a positive school climate. In A. Thomas & J. Grimes(Eds.), Best practices in school psychology IV(pp. 929-947). Bethesda, MD: National Association of School Psychologists.
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research from childhood through adolescence. American Psychologist, 53, 205-220.
Mrug S., & Windle M.(2009). Bidirectional influences of violence exposure and adjustment in early adolescence: Externalizing behaviors and school connectedness, Journal of Abnormal Child Psychology, 37(5), 611-623.
O’Brien, C.(2007). Peer devaluation in British secondary schools: young people’s comparisons of group-based and individual-based bullying. Educational Research, 49(3), 297-324.
Orpinas, P., & Horne, A. M. (2006). Bullying prevention : Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association.
Orpinas, P., & Horne, A. M. (2010). Creating a positive school climate and developing social competence. In S. R. Jimerson, S. W. Swearer & D. L. Espelage(Eds.), Handbook of Bullying in Schools: An International Perspective(pp. 49-59). New York:Routledge.
Orpinas, P., Horne, A. M., & Staniszewski, D. (2003). School bullying : Changing the problem by changing the school. School Psychology Review, 32, 431-444.
Park, J. H. (2013). Differential correlates of bully/victim status and bystander roles of school violence with school adjustment in Korea. Korean J ournal of Educational Policy Special Issue, 119-133.
Peterson, S. (2001). Gender identities and self-expression in classroom narrative writing. Language Arts, 78(5), 451–457.
Poyhonen, V., Juvonen, J., & Salmivalli, C. (2010). What does it take to stand up for the victim of bullying? The interplay between personal and social factors. Merrill-Palmer Quarterly, 56, 143-163.
Pozzoli, T., Gini, G., & Vieno, A. (2012). The role of individual correlates and class norms in defending and passive bystanding behavior in bullying : A multilevel analysis. Child Development, 83(6), 1917-1931.
Roeser, R., Eccles, J., & Sameroff, A. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. Elementary School Journal, 100, 443-471.
Rothon, C., Head, J. Klineberg, E., & Stansfeld, S. (2011). Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary sc
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112-120.
Thornberg, R., & Jungert, T. (2013). Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self-efficacy, Journal of Adolescence, 36, 475-483.
Walker, H. M., Schwarz, I. E., Nippold, M. A., Irvin, L. K., & Noell, J. W. (1994). Social skill in school-age children and youth: Issues and best practices in assessment and intervention. Topic in Language Disorders, 14(3), 70-82.
Wang, M. T., Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A Tobit regression analysis of the covariation between middle school students’ perceived school climate and behavioral problems. Journal of Research on Adolescence, 20(2), 274-286.
Weaver, C. M., Borkowski, J. G., & Whitman, T. L. (2008). Violence breeds violence: Childhood exposure and adolescent conduct problems. J ournal of Community Psychology, 36(1), 96-112.
Wentzel, K. R. (1991). Social competence at school: Relations between social responsibility and academic achievement. Review of Educational Research, 61, 1-24.
Wentzel, K. R. (2003). School adjustment. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of Psychology (Vol. 7). Educational Psychology (pp. 235-258). Hoboken, NJ: Wiley.
Wilson, K. H., Pianta, R. C., & Stuhlman, M. (2007). Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies. Elementary School J ournal, 108, 81-96.

구매하기 (5,700)

장바구니

국문초록

영문초록

목차

키워드

참고문헌 (74건)