중학생의 욕설 사용과 또래인정욕구, 자기수용, 학교생활 적응의 관계
저자
발행사항
청주 : 충북대학교, 2012
학위논문사항
학위논문(석사) -- 충북대학교 교육대학원 : 학교상담전공 2012. 2
발행연도
2012
작성언어
한국어
KDC
372.61 판사항(5)
발행국(도시)
충청북도
형태사항
vi,103p. ; 26 cm.
소장기관
The primary goal for this study is to identify middle school students' attitude toward the offensive words and the extent to which they are used. In addition, the study aims to explore the effects of their use on peer approval needs, self-acceptance and school adjustment.
Analysis was done with 142 copies which had been selected from a survey conducted of 195 second-year male and female students at a junior high school at North Chungcheong Province. The questionnaire is made up of 88 questions in relation to the examination made of peer approval needs, self-acceptance, school life adjustment. and so on.
Two analytic methods were used. First, an analysis of frequency and a crosstab analysis, both of which were conducted of the data of measurement acquired by employing the SPSS Program (version 18.0), were carried out so as to make sense of gender distinction.
Second, an analysis of variance was made for the purpose of figuring out the degree of using names, peer approval needs, self-acceptance and the difference of school life adaptation. Scheff? post hoc test was conducted to make out the specific difference between groups.
This research has four research questions: firstly, what is a real state of swearwords done by middle class students?; secondly, what is the relationship between the use of them and the desire for peer recognition?; thirdly, what kind of relationship exists between the swearing and the self-acceptance. finally, what is the relationship between the use of abusive language and the school life accommodation.
The major findings of the study are as follows.
Firstly, the students who use the offensive words are much more than those who do not in the middle school. The middle school students have had very little experience of hearing abusive words from either parents or teachers. There has been no school education as to the use of the abusive language. Most students came to know foul words via friends. While playing with friends, in particular, they have used them most frequently. The core reason for swearing arises mostly from their habits. The majority of students normally received no response from the counterparts whom they called names. and they also felt indifferent to names that others called them.
Secondly, the relationship between the use of foul language and peer approval adjustment differs depending upon the level of environment in which swearing takes place, which is looked upon as a subordinate cause of it. In case that students have plenty of experience of hearing the abusive language either in the school or at home; they do not receive a proper education of it; and they are much exposed to such mass media as TV and Internet, their desire for peer recognition gets stronger. In particular, male students showed a meaningful difference from female students in the sense that the former had a stronger desire for being recognized negatively among peers than the latter.
Thirdly, it is shown that the relationship between the use of swearwords and self-acceptance differed in accordance with gender differentiation. Those male students who used the abusive language in a medium degree displayed a more self-acceptance than others who did it less.
Finally, the relationship between the use of profane language and school adjustment varied with respect to the extent of swearing which was seen as a subordinate cause of the former and school rules and correlations between students and teachers, which were considered as a subordinate cause of the latter. The above relationship diverged, inter alia, among female students according to school regulations. A group of students using a high level of swearing underwent maladjustment with the relations with teachers and the school rules. In case of female students, those students having a low degree of swearing obeyed school regulations better than the opposite students.
Therefore, it can be asserted that this research makes a meaningful contribution to illuminating the influence of peer recognition needs and self-acceptance upon the use of offensive words, and its significant effect upon school life adaptation.
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)