초록 열기/닫기 버튼
본 연구는 중학생의 분노(상태분노, 특성분노)수준과 분노표현방식(분노통제, 분노표출, 분노억압) 간의 영향 관계를 살펴보고 친인권적 교실문화(교사-학생 존중, 학생-학생 존중, 학급 민주적 의사결정)가 이들 간의 조절 기능을 하는지 살펴보는데 있다. 이를 위해 서울에 소재한 중학교 1학년부터 3학년까지 학년별 한 학급 단위로 선별하여 총 505명 대상으로 설문조사하였다. 자료분석은 SPSS 18.0 프로그램을 사용하였으며 분석결과, 상태분노와 특성분노가 높은 집단일수록 분노표출과 분노억압이 높은 것으로 나타난 반면, 특성분노가 높은 집단은 특성분노가 낮은 집단에 비해서 분노통제가 낮았다. 또한 친인권적 교실문화가 중학생의 분노수준과 분노표현방식 간의 관계에서 교사-학생 존중은 조절효과를 보였다. 연구결과를 토대로 개인과 환경 체계의 개입을 통한 바람직한 중학생들의 학교환경 조성 방향을 제언하였다.
The purpose of this research is to explore the correlation between the level of anger (State anger, Trait anger) and the way to express the anger (Anger-out, Anger-in, Anger-control) among middle school students and to examine the moderating effects of the human-rights-friendly classroom culture on the variables: mutual respect between a teacher and students, mutual respect between students and students, and the democratic decision making process in class. 505 students ranged from 1 grade to 3 grade middle school located in Seoul responded to the survey and data was analyzed by SPSS 18.0. The finding exhibited that the group with the high level of both State anger and Trait anger showed the high level of Anger-out and Anger-in. On the other hand, the group with the high level of Trait anger showed the low level of Anger-control in comparison with the group with the low level of Trait anger. Also, in terms of the relationship between the level of anger and the way to express anger among students, the human-rights-friendly classroom culture had a significant moderating effect on the group with mutual respect between a teacher and students. Based on these findings, it is recommended to build up desirable school environments by providing interventions of individuals and the environmental system to middle school students.
키워드열기/닫기 버튼
Anger level, State anger, Trait anger, Ways to express anger, Human-rights-friendly classroom culture
