초등학교 고학년의 공정성에 대한 믿음이 또래괴롭힘 방어행동에 미치는 영향과 학급분위기의 조절효과 (The Effect of Beliefs in a just World on Defending Behavior Against Bullying Among Upper Elementary Students and the Moderating Role of Classroom Climate)

서지정보

· 발행기관 : 한국아동학회
· 수록지 정보 : 아동학회지 / 41권 / 2호 / 41 ~ 55페이지
· 저자명 : 임승철, 박주희

초록

Objectives: The purpose of the current study was to examine the influences of beliefs in a just world and classroom climate on defending behavior and investigate whether classroom climate moderated the relations between beliefs in a just world and defending behavior.
Methods: The participants were 194 children, 4th to 6th graders from 11 elementary schools. The data were analyzed by means of descriptive statistics, Pearson’s correlation coefficients, and a hierarchical multiple regression. The moderating effects were explored using Johnson-Neyman technique.
Results: The outcomes of this study indicated that both belief in a just world for others and classroom climate had positive effects on defending behavior. The higher the level of belief in a just world for others, and the less likely to permit bullying the classroom, the more likely to show defending behavior the students. However, belief in a just world for self had no significant effect on depending behavior. In addition, classroom climate moderated the relation between belief in a just world for self and defending behavior; the effect of belief in a just world for self on defending behavior was greater when the level of classroom climate accepting bullying was low, compared to when it was high.
Conclusion: The result suggested that it could be an effective way to help students develop the belief that the world they live in is fair toward themselves and others. Also, it would be necessary to create classroom climates in which bullying is intolerable to encourage students’ defending behavior.

영어초록

Objectives: The purpose of the current study was to examine the influences of beliefs in a just world and classroom climate on defending behavior and investigate whether classroom climate moderated the relations between beliefs in a just world and defending behavior.
Methods: The participants were 194 children, 4th to 6th graders from 11 elementary schools. The data were analyzed by means of descriptive statistics, Pearson’s correlation coefficients, and a hierarchical multiple regression. The moderating effects were explored using Johnson-Neyman technique.
Results: The outcomes of this study indicated that both belief in a just world for others and classroom climate had positive effects on defending behavior. The higher the level of belief in a just world for others, and the less likely to permit bullying the classroom, the more likely to show defending behavior the students. However, belief in a just world for self had no significant effect on depending behavior. In addition, classroom climate moderated the relation between belief in a just world for self and defending behavior; the effect of belief in a just world for self on defending behavior was greater when the level of classroom climate accepting bullying was low, compared to when it was high.
Conclusion: The result suggested that it could be an effective way to help students develop the belief that the world they live in is fair toward themselves and others. Also, it would be necessary to create classroom climates in which bullying is intolerable to encourage students’ defending behavior.

참고자료

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