지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 이동형
- 발행연도
- 2015
- 저작권
- 부산대학교 논문은 저작권에 의해 보호받습니다.
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Abstract
The purpose of this study was to investigate the influence of gender, empathy and classroom climate on students’ participant roles in bullying.
For this purpose questionnaire surveys of empathy, classroom climate and conformity type in bullying were conducted among 509 students(275 male, 233 female) in 6th and 5th grade of elementary school located in Busan. By doing so, the influence of gender, empathy and classroom climate on students’ participant roles in bullying was studied. SPSS 18.0 program was used for statistical analysis and Pearson’s Correlation and Hierarchial Regression were conducted.
The result of this study were summarized as follows:
First, there was a correlation between male students and participant roles in bullying especially bully, follower and victim roles.
Second, there was a correlation between empathy and defender roles.
Third, there was a correlation between classroom climates and participant roles in bullying.
Fourth, the classroom climate is highly associated with the participant roles in bullying after controlling gender and empathy. Autonomous and familiar climate were more associated with defender roles whereas controlled and laissez-faire climate were associated with bully, follower, victim roles.
The results suggest that empathy and classroom climate were positively associated with actively helping victimized schoolmates. It looks apparent that to prevent bullying, it is necessary to cultivate cooperative atmosphere rather than competitive atmosphere.
key words: participant roles, empathy, classroom climates, bullying.
The purpose of this study was to investigate the influence of gender, empathy and classroom climate on students’ participant roles in bullying.
For this purpose questionnaire surveys of empathy, classroom climate and conformity type in bullying were conducted among 509 students(275 male, 233 female) in 6th and 5th grade of elementary school located in Busan. By doing so, the influence of gender, empathy and classroom climate on students’ participant roles in bullying was studied. SPSS 18.0 program was used for statistical analysis and Pearson’s Correlation and Hierarchial Regression were conducted.
The result of this study were summarized as follows:
First, there was a correlation between male students and participant roles in bullying especially bully, follower and victim roles.
Second, there was a correlation between empathy and defender roles.
Third, there was a correlation between classroom climates and participant roles in bullying.
Fourth, the classroom climate is highly associated with the participant roles in bullying after controlling gender and empathy. Autonomous and familiar climate were more associated with defender roles whereas controlled and laissez-faire climate were associated with bully, follower, victim roles.
The results suggest that empathy and classroom climate were positively associated with actively helping victimized schoolmates. It looks apparent that to prevent bullying, it is necessary to cultivate cooperative atmosphere rather than competitive atmosphere.
key words: participant roles, empathy, classroom climates, bullying.
목차
I. 서 론 11. 연구의 필요성 및 목적 12. 연구문제 83. 용어의 정의 9Ⅱ. 이론적 배경 121. 괴롭힘 참여역할 122. 공감 163. 학급풍토 204. 성별, 공감, 학급풍토와 괴롭힘 참여역할 간의 관계 24Ⅲ. 연구 방법 281. 연구 대상 282. 측정 도구 283. 연구 절차 324. 자료 분석 32Ⅳ. 결과 331. 측정변인의 기술통계 및 상관관계 결과 332. 성별, 공감 및 학급풍토가 괴롭힘 참여역할에 미치는 영향 35Ⅴ. 논의 411. 주요 변인들 간 관계 412. 성별, 공감, 학급풍토가 괴롭힘 참여역할에 미치는 영향 42Ⅵ. 요약, 결론 및 제언 471. 요약 472. 결론 및 제언 48참고문헌 52부록 62Abstract 69
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