학교 청소년 수업 방해 행동과 창소년의 DiSC 행동유형간의 관계 연구 (A Study on Relations Between Class Disruptive Behavior Problems And DiSC Personal System)

서지정보

· 발행기관 : 한국청소년복지학회
· 수록지 정보 : 청소년복지연구 / 9권 / 2호 / 123 ~ 141페이지
· 저자명 : 백혜명

초록

This study looks into the relationship between class disruptive behavior problems and the “DiSC” personal profile system. Juvenile violence by individual students or organized gangs and alienation of certain students by their classmates, better known here as "wangtta," made up major problems in schools so far. But recent studies show that some behaviors in class are becoming more serious problems in schools. For example, some students routinely enter class late and talk too much in class, while others sleep and even display anger physically.
Despite the gravity of the situation, however, academic research on such class disruptive behavior problems have not yet been carried out sufficiently. Moreover, most of the previous studies have largely focused on environmental aspects in schools or domestic factors instead of personal characteristics. This thesis pays attention to the individual factors, which should not be made light of.
Designed to examine behaviors of individuals in their environment or a specific situation, DiSC is a personal assessment method that categorizes people into four types-Dominance, Influence, Steadiness and Conscientiousness. More than half of the school students surveyed were found to be classified as the "I type," according to this study, which also found some differences between the class disruptive behavior problems and the DiSC personal profile system through the chisqure analysis.
This study also found that there is a meaningful correlation between the class disruptive behavior problems and the I type of the DiSC test. Students in the I type feel uneasy about putting themselves into a regular life set by strict school timetables and have difficulty achieving subjects or adapting themselves to classes. In general, they are rather sociable and talkative, which often make them seen more "problematic" in the eyes of teachers or classmates. This thesis, therefore, concludes that the class disruptive behavior problems should be understood as a phenomenon of maladjustment by individual students rather than serious acts of delinquency.

영어초록

This study looks into the relationship between class disruptive behavior problems and the “DiSC” personal profile system. Juvenile violence by individual students or organized gangs and alienation of certain students by their classmates, better known here as "wangtta," made up major problems in schools so far. But recent studies show that some behaviors in class are becoming more serious problems in schools. For example, some students routinely enter class late and talk too much in class, while others sleep and even display anger physically.
Despite the gravity of the situation, however, academic research on such class disruptive behavior problems have not yet been carried out sufficiently. Moreover, most of the previous studies have largely focused on environmental aspects in schools or domestic factors instead of personal characteristics. This thesis pays attention to the individual factors, which should not be made light of.
Designed to examine behaviors of individuals in their environment or a specific situation, DiSC is a personal assessment method that categorizes people into four types-Dominance, Influence, Steadiness and Conscientiousness. More than half of the school students surveyed were found to be classified as the "I type," according to this study, which also found some differences between the class disruptive behavior problems and the DiSC personal profile system through the chisqure analysis.
This study also found that there is a meaningful correlation between the class disruptive behavior problems and the I type of the DiSC test. Students in the I type feel uneasy about putting themselves into a regular life set by strict school timetables and have difficulty achieving subjects or adapting themselves to classes. In general, they are rather sociable and talkative, which often make them seen more "problematic" in the eyes of teachers or classmates. This thesis, therefore, concludes that the class disruptive behavior problems should be understood as a phenomenon of maladjustment by individual students rather than serious acts of delinquency.

참고자료

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