한국심리학회지:학교 (Korean Journal of School Psychology)

학교심리학회 (Korean School Psychology Association)
권호 표지
DOI QR코드

DOI QR Code

중학생의 사회적 위축, 또래괴롭힘 피해, 우울 간의 관계: 학급별 차별수준의 조절효과

The Relations among Social Withdrawal, Peer Victimization, and Depression in Middle School Students: The Moderating Effect of Classroom-level Discrimination

  • 최은지 (이화여자대학교 심리학과) ;
  • 송경희 (우석대학교 상담심리학과) ;
  • 이승연 (이화여자대학교 심리학과)
  • 투고 : 2021.05.28
  • 심사 : 2021.07.09
  • 발행 : 2021.08.30
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 중학생의 또래괴롭힘 피해에 초점을 맞추어 개인수준에서 그 위험요인(사회적 위축)과 발달적 결과(우울)를 확인하고, 학급수준의 차별 효과를 살펴보기 위해 다층경로분석을 실시하였다. 구체적으로, 개인수준에서 중학생의 사회적 위축과 우울간의 관계에서 또래괴롭힘 피해의 매개효과를 확인하고, 나아가 또래괴롭힘 피해경험에 개인수준의 사회적 위축과 학급수준의 차별 간 층간 상호작용 효과가 발생하는지 확인하였다. 이를 위해 7개 중학교, 86학급에서 수집된 1,116명의 자기보고식 설문자료를 분석에 사용하였다. 그 결과, 개인수준에서 사회적 위축, 또래괴롭힘 피해, 우울 간의 부분매개효과가 유의하게 나타났고, 학급수준에서 차별은 또래괴롭힘 피해를 정적으로 예측하였다. 또한 사회적 위축과 차별의 층간 상호 작용 효과가 유의하게 나타나, 사회적으로 위축된 학생이 높은 수준의 차별이 발생하는 학급에 속할수록 또래괴롭힘 피해를 더 많이 경험한다는 것을 밝혔다. 이러한 결과는 개인수준의 취약성이 항상 또래괴롭힘 피해를 예측하는 것이 아니고, 맥락과 상호작용한다는 것을 보여주며, 결과적으로 또래괴롭힘 피해를 이해하기 위해 개인특성 뿐 아니라 학급의 맥락적 특성을 함께 고려해야 함을 강조한다. 마지막으로 연구 결과를 중심으로 효과적 개입전략에 대해 논의하였다.

This study examined how social withdrawal as an individual factor and discrimination as a contextual factor contributed to depression caused by peer victimization among middle school students. Self-reported data of 1,611 students from 86 classrooms in 7 middle schools was analyzed, using multilevel path analysis. The results indicate that peer victimization had a significant partial mediating effect on the relation between social withdrawal and depression at the individual level. Social withdrawal had a direct positive effect on depression as well as an indirect positive effect on depression via high levels of peer victimization. Discrimination also positively predicted peer victimization at the classroom level. Moreover, classroom-level discrimination moderated the individual-level relations between social withdrawal and peer victimization. The relation between social withdrawal and peer victimization was much stronger as the levels of discrimination in the classroom were higher. These findings shed light on the importance of considering both individual and contextual factors when intervening to prevent peer victimization.

키워드

참고문헌

  1. 공미정, 이동형 (2017). 남녀 중학생의 사회적 위축 하위유형 및 지각된 학급풍토와 괴롭힘 피해의 관계. 한국심리학회지: 학교, 14(2), 209-234. https://doi.org/10.16983/KJSP.2017.14.2.209
  2. 구정화 (2016). 한국 아동청소년 인권실태 연구. 한국청소년정책연구원 연구보고서, 세종: 한국청소년정책연구원.
  3. 김수정 (2020). 일상에서의 차별 피해 경험이 아동의 우울 및 불안과 공격성에 미치는 영향: 자아존중감과 스트레스 매개 효과를 중심으로. 보건사회연구, 40(3), 392-428. https://doi.org/10.15709/HSWR.2020.40.3.392
  4. 김승경, 최정원, 강지명, 선애리 (2016). 청소년 차별 실태 및 개선방안 연구. 한국청소년정책연구원 연구보고서, 세종: 한국청소년정책연구원.
  5. 김예성, 김광혁 (2008). 초등학교 아동의 또래괴롭힘 경험유형에 따른 우울불안, 학교 유대감, 공격성의 차이 및 피해경험을 통한 가해경험 변화. 아동학회지, 29(4), 213-229.
  6. 김희진 (2017). 청소년의 폭력피해경험이 차별 행위에 미치는 영향과 우울의 매개효과. 청소년복지연구, 19(3), 187-209.
  7. 박현선, 김민정, 정익중 (2014). 또래 괴롭힘 피해경험 발달유형에 따른 내면화 및 외현화 문제 양상. 사회복지연구, 45(2), 5-30. https://doi.org/10.16999/KASWS.2014.45.2.5
  8. 서미정 (2008). 방관자의 집단 특성에 따른 또래괴롭힘 참여 역할행동. 아동학회지, 29(5), 79-96.
  9. 신선미, 이소연 (2017). 청소년이 지각한 부.모의 심리적 통제와 또래관계 질의 관계에서 사회적 위축의 매개효과. 한국놀이치료학회지, 20(1), 49-64.
  10. 이현숙, 정현희 (2004). 학교-기반의 사회적 기술 훈련 프로그램이 수줍음 아동의 사회적 기술, 불안, 우울, 자아존중감에 미치는 효과. 한국심리학회지: 학교, 1(1), 79-100.
  11. 전겸구, 최상진, 양병창 (2001). 통합적 한국판 CES-D 개발. 한국심리학회지: 건강, 6(1), 59-76.
  12. 정세련, 정은지, 이승연 (2019). 남자 중학생의 또래괴롭힘 피해경험과 반응적 공격성의 관계: 남성 성역할 갈등, 수치심, 우울의 매개효과. 한국심리학회지: 발달, 32(3), 79-98.
  13. 정주호 (2019). 다문화가족 청소년의 사회적 차별경험이 학교 폭력범죄 피해에 미치는 영향: 우울감과 학교적응의 이중매개효과 검증. 한국경찰학회보, 21(1), 119-156.
  14. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks: Sage.
  15. Banton, M. (1986). Pluralistic ignorance as a factor in racial attitudes. New Community, 13(1), 18-26. https://doi.org/10.1080/1369183X.1986.9975942
  16. Bass, E. C., Santo, J. B., da Cunha, J. M., & Neufeld, C. (2016). Classroom context and the relations between social withdrawal and peer victimization. Journal of Cognitive Education and Psychology, 15(2), 248-267. https://doi.org/10.1891/1945-8959.15.2.248
  17. Boivin, M., Hymel, S., & Bukowski, W. M. (1995). The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood. Development and Psychopathology, 7(4), 765-785. https://doi.org/10.1017/S0954579400006830
  18. Bowker, J. C., & Raja, R. (2011). Social withdrawal subtypes during early adolescence in India. Journal of Abnormal Child Psychology, 39(2), 201-212. https://doi.org/10.1007/s10802-010-9461-7
  19. Brendgen, M., & Poulin, F. (2018). Continued bullying victimization from childhood to young adulthood: A longitudinal study of mediating and protective factors. Journal of Abnormal Child Psychology, 46(1), 27-39. https://doi.org/10.1007/s10802-017-0314-5
  20. Bronfenbrennder, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531. https://doi.org/10.1037//0003-066X.32.7.513
  21. Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419-426. https://doi.org/10.1001/jamapsychiatry.2013.504
  22. Coplan, R. J., & Rubin, K. H. (2010). Social withdrawal and shyness in childhood: History, theories, definitions, and assessments. In K. H. Rubin, & R. J. Coplan (Eds.), The development of shyness and social withdrawal (pp.3-20). New York: The Guilford Press.
  23. Dill, E. J., Vernberg, E. M., Fonagy, P., Twemlow, S. W., & Gamm, B. K. (2004). Negative affect in victimized children: The roles of social withdrawal, peer rejection, and attitudes toward bullying. Journal of Abnormal Child Psychology, 32(2), 159-173. https://doi.org/10.1023/B:JACP.0000019768.31348.81
  24. Erath, S. A., Flanagan, K. S., & Bierman, K. L. (2007). Social anxiety and peer relations in early adolescence: Behavioral and cognitive factors. Journal of Abnormal Child Psychology, 35(3), 405-416. https://doi.org/10.1007/s10802-007-9099-2
  25. Eastman, M., Foshee, V., Ennett, S., Sotres-Alvarez, D., Reyes, H. L. M., Faris, R., & North, K. (2018). Profiles of internalizing and externalizing symptoms associated with bullying victimization. Journal of Adolescence, 65, 101-110. https://doi.org/10.1016/j.adolescence.2018.03.007
  26. Graham, S., & Juvonen, J. (2001). An attributional approach to peer victimization. In J. Juvonen & S. Graham (Eds.) Peer harassment in school: The plight of the vulnerable and victimized (pp.49-72). New York: Guilford.
  27. Garandeau, C. F., Ahn, H. J., & Rodkin, P. C. (2011). The social status of aggressive students across contexts: The role of classroom status hierarchy, academic achievement, and grade. Developmental Psychology, 47(6), 1699-1710. https://doi.org/10.1037/a0025271
  28. Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: A diathesis-stress model of internalizing trajectories in childhood. Child Development, 74(1), 257-278. https://doi.org/10.1111/1467-8624.00534
  29. Guimond, F. A., Brendgen, M., Correia, S., Turgeon, L., & Vitaro, F. (2018). The moderating role of peer norms in the associations of social withdrawal and aggression with peer victimization. Developmental Psychology, 54(8), 1519-1527. https://doi.org/10.1037/dev0000539
  30. Hawton, K., Comabella, C. C., Haw, C., & Saunders, K. (2013). Risk factors for suicide in individuals with depression: A systematic review. Journal of Affective Disorders, 147(1-3), 17-28. https://doi.org/10.1016/j.jad.2013.01.004
  31. Karevold, E., Ystrom, E., Coplan, R. J., Sanson, A. V., & Mathiesen, K. S. (2012). A prospective longitudinal study of shyness from infancy to adolescence: Stability, age-related changes, and prediction of socio-emotional functioning. Journal of Abnormal Child Psychology, 40(7), 1167-1177. https://doi.org/10.1007/s10802-012-9635-6
  32. Karna, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders' behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 280(1), 261-282.
  33. Katz, S. J., Conway, C. C., Hammen, C. L., Brennan, P. A., & Najman, J. M. (2011). Childhood social withdrawal, interpersonal impairment, and young adult depression: A mediational model. Journal of Abnormal Child Psychology, 39(8), 1227-1238. https://doi.org/10.1007/s10802-011-9537-z
  34. Kochenderfer-Ladd, B., & Troop-Gordon, W. (2010). Introduction to the special issue contexts, causes, and consequences: New directions in peer victimization research. Merrill-Palmer Quarterly, 56(3), 221-231. https://doi.org/10.1353/mpq.0.0048
  35. Lamont, M., Silva, G. M., Welburn, J., Guetzkow, J., Mizrachi, N., Herzog, H., & Reis, E. (2016). Getting respect: Responding to stigma and discrimination in the United States, Brazil, and Israel. Princeton University Press.
  36. Malti, T., Peplak, J., & Zhang, L. (2020). The development of respect in children and adolescents. Monographs of the Society for Research in Child Development, 85(3), 7-99. https://doi.org/10.1111/mono.12417
  37. Miranda, R., Oriol, X., Amutio, A., & Ortuzar, H. (2019). Adolescent bullying victimization and life satisfaction: Can family and school adult support figures mitigate this effect?. Revista de Psicodidactica, 24(1), 39-45. https://doi.org/10.1016/j.psicod.2018.07.001
  38. Muthen, L. K., & Muthen, B. O. (2017). Mplus statistical analysis with latent variable user's guide. 8th Edition. Los Angeles, CA: Muthen & Muthen.
  39. Muthen, B. O., & Satorra, A. (1995). Complex sample data in structural equation modeling. Sociological Methodology, 25, 267-316. https://doi.org/10.2307/271070
  40. Newman, B. M., Lohman, B. J., & Newman, P. R. (2007). Peer group membership and a sense of belonging: Their relationship to adolescent behavior problems. Adolescence, 42, 241-263.
  41. O'Gorman, H. J., & Garry, S. L. (1976). Pluralistic ignorance-A replication and extension. Public Opinion Quarterly, 40(4), 449-458. https://doi.org/10.1086/268331
  42. Oh, W., Rubin, K. H., Bowker, J. C., Booth-LaForce, C., Rose-Krasnor, L., & Laursen, B. (2008). Trajectories of social withdrawal from middle childhood to early adolescence. Journal of Abnormal Child Psychology, 36(4), 553-566. https://doi.org/10.1007/s10802-007-9199-z
  43. Ojanen, T., Findley, D., & Fuller, S. (2012). Physical and relational aggression in early adolescence: Associations with narcissism, temperament, and social goals. Aggressive Behavior, 38(2), 99-107. https://doi.org/10.1002/ab.21413
  44. Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden: Blackwell Publishers.
  45. Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12, 495-510. https://doi.org/10.1007/BF03172807
  46. Pan, B., Zhang, L., Ji, L., Garandeau, C. F., Salmivalli, C., & Zhang, W. (2020). Classroom status hierarchy moderates the association between social dominance goals and bullying behavior in middle childhood and early adolescence. Journal of Youth and Adolescence, 49(11), 2285-2297. https://doi.org/10.1007/s10964-020-01285-z
  47. Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework for understanding bullying: Developmental antecedents and outcomes. American Psychologist, 70(4), 311-321. https://doi.org/10.1037/a0038658
  48. Rubin, K. H., & Barstead, M. G. (2014). Gender differences in child and adolescent social withdrawal: A commentary. Sex Roles, 70(7-8), 274-284. https://doi.org/10.1007/s11199-014-0357-9
  49. Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141-171. https://doi.org/10.1146/annurev.psych.60.110707.163642
  50. Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120. https://doi.org/10.1016/j.avb.2009.08.007
  51. Schafer, M., Korn, S., Brodbeck, F. C., Wolke, D., & Schulz, H. (2005). Bullying roles in changing contexts: The stability of victim and bully roles from primary to secondary school. International Journal of Behavioral Development, 29(4), 323-335. https://doi.org/10.1177/01650250544000107
  52. Schwartz, D., Dodge, K. A., & Coie, J. D. (1993). The emergence of chronic peer victimization in boys' play groups. Child Development, 64(6), 1755-1772. https://doi.org/10.1111/j.1467-8624.1993.tb04211.x
  53. Shin, J. Y., D'Antonio, E., Son, H., Kim, S. A., & Park, Y. (2011). Bullying and discrimination experiences among Korean-American adolescents. Journal of Adolescence, 34(5), 873-883. https://doi.org/10.1016/j.adolescence.2011.01.004
  54. Seaton, E. K., Neblett, E. W., Cole, D. J., & Prinstein, M. J. (2013). Perceived discrimination and peer victimization among african american and latino youth. Journal of Youth and Adolescence, 42(3), 342-50. https://doi.org/10.1007/s10964-012-9848-6
  55. Toblin, R. L., Schwartz, D., Gorman, A. H., & Abou-ezzeddine, T. (2005). Social-cognitive and behavioral attributes of aggressive victims of bullying. Journal of Applied Developmental Psychology, 26(3), 329-346. https://doi.org/10.1016/j.appdev.2005.02.004
  56. Wang, J. M., Duong, M., Schwartz, D., Chang, L., & Luo, T. (2014). Interpersonal and personal antecedents and consequences of peer victimization across middle childhood in Hong Kong. Journal of Youth and Adolescence, 43(11), 1934-1945. https://doi.org/10.1007/s10964-013-0050-2
  57. Williams, D. R., Neighbors, H. W., & Jackson, J. S. (2003). Racial/ethnic discrimination and health: Findings from community studies. American Journal of Public Health, 93(2), 200-208. https://doi.org/10.2105/AJPH.93.2.200
  58. Wright, M. F., & Wachs, S. (2019). Does social support moderate the relationship between racial discrimination and aggression among Latinx adolescents? A longitudinal study. Journal of Adolescence, 73, 85-94. https://doi.org/10.1016/j.adolescence.2019.04.001