학교폭력 피해의 변화 추정: 나이 증가의 발달 요인과 고교 진학의 맥락 요인 검증 = Estimating changes in school violence victims: Verification of developmental factors of increasing age and context factors of high school admission

다국어 초록 (Multilingual Abstract)

The experience of being victimized by school violence limits the healthy growth of students. Empirical verification of changes in experiences of school violence according to age and context is an important prerequisite for coping with negative consequences. The purpose of this study is to investigate the developmental and contextual factors in order to understand the trend of students' experiences of school violence during secondary education by using a longitudinal study for 5 years from the 2nd year of middle school to the 3rd year of high school. As a research method, a binary growth model was applied in piecewise form to capture developmental and contextual factors due to changes in age and school organization through the division of time variables. According to the main research results, while the experience of school violence decreased as age (grade) increased as a developmental factor, the effect was diluted in the case of chronic victim students. In terms of context, going from middle school to high school discontinuously lowered the possibility of school violence, but this effect decreased in rural schools. Admission to special purpose high schools and specialized high schools showed different results in terms of the possibility of school violence compared to admission to general high schools. Going to a girls' high school lowered the possibility of school violence, but the possibility was increased with the increase in grade level. In the case of club participation, the possibility of school violence victimization increased for students who participated for the first time in high school. These developmental results suggest that school violence prevention education needs to be focused on middle school, and that there is a need to pay attention to the transition period from middle school to high school where school organizational forms and members change.

국문 초록 (Abstract)

학교폭력 피해 경험은 학생들의 건전한 성장을 제한한다. 나이와 맥락에 따라 학교폭력 피해 경험의 변화에 대한 경험적 검증은 학생들의 건전한 성장을 방해하는 부정적 요소를 확인하고 대처하는 데 중요한 전제 요건이라 할 수 있다. 본 연구의 목적은 중학교 2학년에서 고등학교 3학년까지 5년간 한국아동‧청소년패널조사의 종단연구를 활용하여 중등교육 기간에 학생들의 학교폭력 피해 경험의 추세와 이와 관련된 발달적 요인과 맥락적 요인을 조사하는 것이다. 연구 방법으로 이분형 성장모형을 piecewise 형태로 적용하여 시간변수의 분할을 통해 나이 증가로 인한 발달적 요인과 학교조직 형태의 변화 인한 맥락적 요인을 포착하였다. 주요한 연구 결과를 보면, 발달적 요인으로 나이(학년) 증가로 학교폭력 피해 경험은 감소하는 반면에 만성적인 피해 학생의 경우에 그 효과는 희석되었다. 맥락적 측면에서 중학교에서 고교 진학은 학교폭력 피해 가능성을 불연속적으로 낮추는 반면에 이 효과는 시골 학교에서 감소하였다. 특목고와 특성화고 진학은 일반고 진학에 비해 학교폭력 피해 가능성에서 상반된 결과를 보였다. 여고로 진학은 학교폭력 피해 가능성을 낮추었으나 학년의 증가로 가능성이 커지고 있었다. 동아리 참여의 경우에 고교에서 처음 참여하는 학생의 학교폭력 피해 가능성이 증가하였다. 이와 같은 발달적 측면의 연구결과는 학교폭력 예방 교육이 중학교에 집중될 필요가 있으며 맥락적 측면의 연구결과는 학교조직 형태 및 구성원의 변화가 일어나는 중학교에서 고등학교로 진학하는 이행기에 관한 관심이 필요함을 제기한다.

참고문헌 (Reference)

• 1 김지경, "한국아동․청소년패널조사2010" 한국청소년정책연구원 2010
• 2 양정호 ; 김경근, "학업성취에 대한 학교조직의 효과: TIMSS-R의 위계적 선형모형 연구" 한국교육사회학회 13 (13): 165-184, 2003
• 3 김경년, "학교폭력에서 지배성 매개요소 및 학급 내 불평등한 지위 구조의 영향" 한국교육사회학회 31 (31): 1-30, 2021
• 4 김순혜, "학교폭력에 대한 발달적·맥락적 분석" 한국교육심리학회 20 (20): 1027-1042, 2006
• 5 김천기, "학교폭력 학생부 기재 정책의 합리성에 대한 비판적 고찰" 한국교육사회학회 23 (23): 119-153, 2013
• 6 김학준, "학교폭력 예방, 우리 학생들이 먼저 나서야죠"
• 7 권정관, "학교폭력 실테에 대한 학생들의 인식 분석에 관한 연구-구미시 중, 고등학생을 대상으로" 4 (4): 103-122, 2013
• 8 장안식, "학교 폭력 피해 경험에 따른 발달적 변화" 대한범죄학회 7 (7): 61-82, 2013
• 9 이규재, "콜만 보고서로부터 형성된 학교효과 개념의 재고찰" 한국교육사회학회 30 (30): 199-230, 2020
• 10 김정주, "지역사회에서 청소년 동아리활동 실태와 지원방안 연구" 한국청소년개발원 2003
• 11 노언경 ; 이현정 ; 이은수 ; 홍세희, "중학생의 학교폭력 피해경험 및 가해경험의 변화 양상: 다변량 다층 잠재성장모형을 적용한 개인 및 학교효과 분석" 한국청소년정책연구원 28 (28): 37-66, 2017
• 12 문상석, "일상에서 폭력의 구조화와 제3자로서 국가 다시보기" 한국사회이론학회 (42) : 149-180, 2012
• 13 김기완, "신입 사원의 선도적 사회화가 조직 사회화 결과에 미치는 영향에 관한 연구 : 근거리 결과의 매개 효과와 집단응집성의 조절 효과를 중심으로" 고려대학교 대학원 2007
• 14 교육과학기술부, "손에 잡히는 창의적 체험활동 매뉴얼" 교육과학기술부 2011
• 15 이은지, "선후배간 위계문화를 통한 학교폭력 경험에 대한 연구: 피해자->가해자->방관자의 구조를 중심으로" 교육연구소 21 (21): 41-71, 2020
• 16 오세진, "선배들이 때려 아프다고 했더니 선생님이 ‘시끄럽다’ 했어요"
• 17 문화체육관광부, "동아리 활동, 학교폭력 해소 큰 도움"
• 18 박소영 ; 김지연, "대입 전형 간소화 정책 이후한국 고등학생의 대학입학 준비 과정에 관한 연구" 한국교육행정학회 34 (34): 69-95, 2016
• 19 최경환, "농촌학교의 활성화 실태와 시사점" 한국농촌경제연구원 2009
• 20 남윤서, "내신 성적의 두 얼굴"
• 21 김경년, "남녀공학이 학교풍토와 학습시간에 미치는 영향: 집단 판별 및 인과관계 분석" 한국교육사회학회 23 (23): 29-57, 2013
• 22 정해숙, "남녀공학 중등학교에서의 성별 교육실태와 향후과제" 한국여성정책연구원 2009
• 23 김안나, "교육의 사회적 기초: 교육사회학의 이론과 연구, 그리고 쟁점들" 교육과학사 2021
• 24 김동기 ; 한무영 ; 전우택 ; 명성민 ; 송기준, "과대산포가 존재하는 이항형 자료의 회귀분석방법" 대한신경정신의학회 44 (44): 549-552, 2005
• 25 전희정 ; 손호양 ; 우주영, "고등학생이 경험하는 내신제도와 상대평가에 대한 현상학적 연구" 한국심리학회산하학교심리학회 16 (16): 401-431, 2019
• 26 조미형 ; 이정은, "고등학교로의 진학 과정(school transition)에서 학교적응 변화 : 사회적 관계를 중심으로" 한국청소년정책연구원 19 (19): 63-86, 2008
• 27 김성열, "고등학교 체제의 다양화: 양상과 성과, 그리고 과제" 81 : 27-56, 2015
• 28 김경년, "거울뉴런(mirror neurons)의 이해 및 탐색: 상징적 상호작용론과 관계 및 교육학적 의미" 한국교육학회 59 (59): 171-201, 2021
• 29 Smith, P., "What causes the age decline in reports of being bullied at school? Towards a developmental analysis of risks of being bullied" 41 (41): 267-285, 1999
• 30 Renfro, J., "Violent behaviors in rural and urban schools" 2 (2): 111-122, 2003
• 31 Eisenbraun, K., "Violence in schools : Prevalence, prediction, and prevention" 12 (12): 459-469, 2007
• 32 Browne, W., "Variance partitioning in multilevel logistic models that exhibit overdispersion" 168 (168): 599-613, 2005
• 33 Feldman, A., "The role of school-based extracurricular activities in adolescent development : A comprehensive review and future directions" 75 (75): 159-210, 2005
• 34 Smithers, A., "The paradox of single-sex and co-educational schooling" Carmichael 2006
• 35 Sirsch, U., "The impending transition from primary to secondary school : Challenge or threat" 27 (27): 385-395, 2003
• 36 Pahlke, E., "The effects of single-sex compared with coeducational schooling on mathematics and science achievement : Data from Korea" 105 (105): 444-453, 2013
• 37 Bryk, A., "The effects of high school organization on dropping out : An exploratory investigation" 26 (26): 353-383, 1989
• 38 Popp, A., "The effects of exposure, proximity, and capable guardians on the risk of bullying victimization" 10 (10): 315-332, 2012
• 39 Olweus, D., "The development and treatment of childhood aggression" Erlbaum 411-448, 1991
• 40 Unnever, J., "The culture of bullying in middle school" 2 : 5-27, 2003
• 41 Nakagawa, S., "The coefficient of determination R2 and intra-class correlation coefficient from generalized linear mixed-effects models revisited and expanded" 14 (14): 20170213-, 2017
• 42 Turanovic, J., "The causes and consequences of school violence: A review" National Institute of Justice 2022
• 43 Dulmus, C., "Student reports of peer bullying victimization in a rural school" 7 : 1-16, 2004
• 44 Owens, L., "Sticks and stones and sugar and spice: Girls' and boys' aggression in schools" 6 (6): 45-56, 1996
• 45 Tippett, N., "Socioeconomic status and bullying : A meta-analysis" 104 (104): e48-e59, 2014
• 46 Sutton, J., "Social cognition and bullying : Social inadequacy or skilled manipulation" 17 (17): 435-450, 1999
• 47 Meyer, J., "Social change and the life course, volume 1: Social structures & human lives" Sage 49-62, 1988
• 48 Mael, F., "Single-sex versus coeducational schooling: A systematic review" US Department of Education 2005
• 49 Lee, V., "Sexism in single-sex and coeducational independent secondary school classrooms" 67 (67): 92-120, 1994
• 50 Brookmeyer, K., "Schools, parents, and youth violence: A multilevel, ecological analysis" 35 : 504-514, 2006
• 51 Eccles, J., "Schools as developmental contexts during adolescence" 21 (21): 225-241, 2011
• 52 Menard, S., "Repeat victimization in a high-risk neighborhood sample of adolescents" 32 : 447-472, 2001
• 53 Roseth, C., "Promoting early adolescents' achievement and peer relationships : the effects of cooperative, competitive, and individualistic goal structures" 134 : 223-246, 2008
• 54 Eisler, L., "Privation and vulnerability to victimization for Canadian youth : The contexts of gender, race, and geography" 2 : 359-373, 2004
• 55 Cook, C., "Predictors of bullying and victimization in childhood and adolescence : A meta-analytic investigation" 25 (25): 65-83, 2010
• 56 Pietrzak, D., "Perceptions of school violence by elementary and middle school personnel" 1 (1): 23-29, 1998
• 57 Baggerly, K., "Overdispersed logistic regression for SAGE : modelling multiple groups and covariates" 5 (5): 1-16, 2004
• 58 Schein, E., "Organizational socialization and the profession of management" 9 : 1-16, 1968
• 59 Kassahun, W., "Modeling overdispersed longitudinal binary data using a combined beta and normal random-effects model" 70 (70): 1-13, 2012
• 60 Larsen, R., "Missing data imputation versus full information maximum likelihood with second-level dependencies" 18 (18): 649-662, 2011
• 61 Bronfenbrenner, U., "Measuring environment across the life span: Emerging methods and concepts" American Psychological Association 3-28, 1999
• 62 Foucault, M., "Madness and civilization" Routledge 2003
• 63 Newman, D., "Longitudinal modeling with randomly and systematicallymissing data : A simulation of ad hoc, maximum likelihood, and multiple imputation techniques" 6 : 328-362, 2003
• 64 Vaillancourt, T., "Longitudinal links between childhood peer victimization, internalizing and externalizing problems, and academic functioning : Developmental cascades" 41 : 1203-1215, 2013
• 65 Tweed, R., "Learning considered within a cultural context : Confucian and Socratic approaches" 57 (57): 89-99, 2002
• 66 Mitchell, P., "Introduction to theory of mind: Children, autism and apes" Edward Arnold Publishers 1997
• 67 Attar-Schwartz, S., "Indirect versus verbal forms of victimization at school: The contribution of student, family, and school variables" 32 (32): 159-170, 2008
• 68 Chen, C., "How can cooperation be fostered? The cultural effects of individualism-collectivism" 23 (23): 285-304, 1998
• 69 Shute, R., "High school girls’ experience of victimization by boys: Where sexual harassment meets aggression" 25 (25): 269-285, 2016
• 70 Raudenbush, S., "Hierarchical linear models: Applications and data analysis methods" sage 2002
• 71 Gabaldón-Estevan, D., "Heterogeneity versus homogeneity in schools : a study of the educational value of classroom interaction" 10 (10): 1-13, 2020
• 72 Forrest, C., "Health and school outcomes during children's transition into adolescence" 52 : 186-194, 2013
• 73 Graham, S., "Handbook of peer interactions, relationships, and groups" The Guildford Press 394-413, 2009
• 74 Juvonen, J., "Handbook of peer interactions, relationships, and groups" The Guilford Press 491-509, 2018
• 75 Olweus, D., "Handbook of bullying in schools" Routledge 9-33, 2010
• 76 Riordan, D., "Gender in policy and practice: Perspectives on single-sex and coeducation schooling" Routledge and Falmer 10-30, 2002
• 77 Garandeau, C., "From indirect aggression to invisible aggression : a conceptual view on bullying and peer group manipulation" 11 (11): 612-625, 2006
• 78 Coleman, J., "Equality of educational opportunity" U.S. Government 1966
• 79 Hubbard, L., "Do single-sex schools improve the education of low-income and minority students? an investigation of California's public single-gender academies" 36 (36): 115-131, 2005
• 80 Bjorkqvist, K., "Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression" 18 : 117-127, 1992
• 81 Lundh, L., "Direct and indirect aggression and victimization in adolescents-associations with the development of psychological difficulties" 2 (2): 1-15, 2014
• 82 Madsen, K., "Differing perceptions of bullying" University of Sheffield 1997
• 83 Archer, J., "Developmental origins of aggression" The Guilford Press 425-443, 2005
• 84 Marsh, H., "Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?" 47 (47): 213-231, 1984
• 85 Green, R., "Characteristics of bullying victims in schools" National Centre for Social Research 2010
• 86 Hirschi, T., "Causes of delinquency" University of California Press 1969
• 87 Pellegrini, A., "Bullying, victimization, and sexual harassment during the transition to middle school" 37 : 151-163, 2002
• 88 Peguero, A., "Bullying victimization and extracurricular activity" 7 : 71-85, 2008
• 89 Espelage, D., "Bullying in North American schools: A social-ecological perspective on prevention and intervention" Erlbaum 15-35, 2004
• 90 Nansel, T., "Bullying behaviors among US youth" 285 : 2094-2100, 2001
• 91 Olweus, D., "Bullying at school: basic facts and effects of a school based intervention program" 35 (35): 1171-1190, 1994
• 92 Olweus, D., "Bullying at school: What we know and what we can do" Blackwell 1993
• 93 Leadbeater, B., "Bullying and victimization in rural schools: Risks, reasons, and responses" 8 (8): 31-47, 2013
• 94 Wang, W., "Bullying and school transition : Context or development" 51 : 237-248, 2016
• 95 Collier P, "Beyond Greed and Grievance: Feasibility and Civil War" University of Oxford 2007
• 96 Eslea, M., "At what age are children most likely to be bullied at school?" 27 (27): 419-429, 2001
• 97 Barber, B., "Assessing the transitions to middle and high school" 19 (19): 3-30, 2004
• 98 Singer, J., "Applied longitudinal data analysis: Modeling change and event occurrence" Oxford university press 2003
• 99 HofTer, T., "Achievement growth in public and Catholic high schools" 58 : 74-92, 1985
• 100 He, H., "A test of inflated zeros for Poisson regression models" 28 (28): 1157-1169, 2019
• 101 Pellegrini, A., "A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school" 20 (20): 259-280, 2002
• 102 Hanish, L., "A longitudinal analysis of patterns of adjustment following peer victimization" 14 (14): 69-89, 2002