earticle

영어

The purpose of study is to investigate the difference of self-concept between group-bulling students and victimized students recognized by themselves and peers, understanding that group-bulling situation is the problem of education to be solved. Also, we divided the group-bulling students and victimized students into three groups such as self-recognized group, peer-recognized group and group recognized by both, and tried to investigate the variation of self-conception. For this purpose, the concrete subjects are as follows. First, how different is the self-conception of group-bulling students recognized by themselves from that of victimized student? Second, how different is the self-conception of group-bulling students recognized by peers from that of victimized student? Third, how different is the self-conception of group bulling students among three groups (peer-recognized, self-recognized, and commonly recognized) according to the recognition of bulling? Fourth, how different is the self-conception of victimized students among three groups (peer-recognized, self-recognized, and commonly recognized) according to the recognition of bulling? A survey approach was employed for this research. The survey involved 147 second-graders of J middle school located in Goyang city. The data were analyzed using SPSS/Win ver 12.0 at the significance level, p< .05. The results are as follows. First, in comparing the mean value of self-conception of bulling students and that of victimized students recognized by themselves, as for physical ego, the mean value of bulling students(M=25.27, SD=4.62) is higher than that of victimized students(M=20.33, SD=3.83),(t=3.18, p<.01). As for moral ego, the mean value of bulling students(M=27.20, SD=4.55) is higher than that of victimized students(M=21.67, SD=4.06),(t=3.51, p<.01). As for character ego, the mean value of bulling students(M=26.53, SD=4.93) is higher than that of victimized students(M=20.87, SD=4.49),(t=3.29, p<.01). As for general ego, the mean value of bulling students(M=135.40, SD=19.75) is higher than that of victimized students(M=115.53, SD=18.91),(t=2.81, p<.01), which shows statistically meaningful differences. Second, in comparing the mean value of self-conception of bulling students and that of victimized students recognized by peer, as for moral ego, the mean value of bulling students(M=31.60 SD=4.72) is higher than that of victimized students(M=25.43, SD=6.32),(t=2.99, p<.01). As for general ego, the mean value of bulling students(M=157.40, SD=22.30) is higher than that of victimized students(M=130.64, SD=25.06), (t=3.04, p<.01), which shows statistically meaningful differences. Third, in comparing the mean value of self-conception of bulling students from three groups classified according to the type of recognition, as for moral ego, the mean of peer-recognized group is 31.54(SD=5.99), that of self-recognized group is 26.93(SD=4.53) and that of commonly recognized group is 25.00(SD=4.20), which shows that physical ego of peer-recognized group is higher than that of commonly recognized group. As for general ego, the mean of peer-recognized group is 159.46(SD=19.89), that of self-recognized group is 136.60(SD=14.99) and that of commonly recognized group is 141.33(SD=16.05), which shows that general ego of peer-recognized group is higher than that of self-recognized group and indicates statistically meaningful differences. Fourth, in comparing the mean value of self-conception of victimized students from three groups classified according to the type of recognition, as for moral ego, the mean of peer-recognized group is 27.45(SD=4.93), that of self-recognized group is 23.87(SD=3.02) and that of commonly recognized group is 19.71(SD=4.54), which shows statistically meaningful differences (F=7.87, p<.01). Conclusively, the self-conception of bulling students is higher than that of victimized students and the victimized students have negative self-conception. Accordingly, for improving the self-conception of victimized students in group bulling problem positively, family, school and society should try to eliminate the behavior of group-bulling.

한국어

본 연구의 목적은 집단따돌림 현상이 해결되어야 할 교육의 문제임을 인식하여, 자기가 스스로 인식하거나 친구가 인식하는 집단따돌림 피해학생과 가해학생 간의 자아개념의 차이를 밝혀보려고 하였다. 또한 집단따돌림 피해학생과 가해학생을, 각각 인식대상에 따라 자기인식집단과 친구인식집단 그리고 둘 다 인식하는 공동인식집단 등 3개의 집단으로 나누어 자아개념의 차이를 밝혀보려고 하였다. 첫째, 자기가 인식한 집단따돌림 가해학생과 피해학생 간의 자아개념은 어떠한 차이가 있는가? 둘째, 친구가 인식한 집단따돌림 가해학생과 피해학생 간의 자아개념은 어떠한 차이가 있는가? 셋째, 집단따돌림의 가해학생 중 따돌림 인식에 따른 세 집단(친구인식, 자기인식, 공동인식)의 자아개념은 어떠한 차이가 있는가? 넷째, 집단따돌림의 피해학생 중 따돌림 인식에 따른 세 집단(친구인식, 자기인식, 공동인식)의 자아개념은 어떠한 차이가 있는가? 위의 연구문제를 알아보기 위하여 경기도 고양시에 위치한 J중학교 2학년 147명을 대상으로 설문조사를 실시하였다. 자료는 SPSS/Win ver 12.0 프로그램을 이용하여 처리하였으며, 통계의 유의수준은 p<.05로 정하였다. 연구의 결과는 다음과 같다. 첫째, 자기가 인식한 집단따돌림 가해학생과 피해학생의 자아개념의 평균을 비교해 보면, 신체적, 도덕적, 성격적 자아 그리고 자아 전체에서 피해학생보다 가해학생이 높게 나타났다. 둘째, 친구가 인식한 집단따돌림 가해학생과 피해학생의 자아개념의 평균을 비교해 보면, 도덕적 자아와 자아 전체에서 가해학생이 높게 나타났다. 셋째, 집단따돌림의 가해학생 중 따돌림 인식에 따른 세 집단의 자아 개념의 평균을 비교해보면, 성격적 자아와 자아 전체에서 친구인식 학생집단이 자기인식 학생집단보다 자아가 높은 것으로 나타났다. 넷째, 집단따돌림의 피해학생 중 따돌림 인식에 따른 세 집단의 자아 개념의 평균을 비교해보면, 도덕적 자아에서 친구인식 집단 학생이 공동인식 집단 학생보다 높게 나타났다. 결론적으로 중학생의 집단따돌림 가해학생이 피해학생에 비해 자아개념이 높은 것으로 나타나며, 피해학생은 부정적 자아개념을 가지는 것으로 나타났다. 따라서 집단따돌림 피해학생의 자아개념을 긍정적 방향으로 높이기 위해서는 가정과 학교 그리고 사회 모두가 집단따돌림을 없애는데 노력해야 할 것이다.