청소년의 학대경험이 학교폭력가해경험에 미치는 영향에 대한 종단연구

Abstract

The purpose of this study was to investigate the causal relationship between the child maltreatment experiences and the school bullying experiences, and to find variables that mediate their relationship in the vicious cycle of child maltreatment and school violence. Through this, it was intended to reveal the process of reproducing child maltreatment as school violence and to find a way to break the vicious circle. In order to explain the process of change between child maltreatment experiences and school bullying experiences, longitudinal research data investigated from various points of change were needed. Therefore, this study used the Korean Children and Youth Panel data released by the Korea Youth Policy Research Institute. In this study, 1,813 people (male:956, female: 857), all cases with missing data were removed using the Listwise Deletion method to examine the relationship between child maltreatment experiences, school violence perpetrator experiences, school violence victimization experiences, and aggression. The analysis tool SPSS 26.0 version and the structural equation model Amos 26.0 version program for verifying the research problem presented in this study were used. SPSS 26.0 was used to examine the descriptive statistics of the data and the reliability between the items of each factor, and to check the correlation between the normality of the distribution and the main variables. First, the measured variables of latent variables were determined by performing exploratory factor analysis through the SPSS program and confirmatory factor analysis in the AMOS program. Second, descriptive statistical analysis was performed to ensure normality, and skewness and kurtosis were checked, and the average change of variables at each time point was confirmed. Third, the final potential growth model was determined by verifying the fit of the model, and the estimation of the parameters and the growth change of each variable were confirmed. Fourth, a multivariate potential growth model was developed through the determined latent growth model, and the relationship and changes between variables were confirmed with parameters estimated by suitability verification. Fifth, the indirect mediating effect of school violence victim experience and aggression was confirmed through the verification of the indirect mediating effect of the multivariate latent growth model. As a result of the verification, first, for each variable, the initial value and the variance of the initial value were significant, and both the rate of change and the variance of the rate of change were significant. In addition, the covariance of the initial values ​​and the rate of change of all variables showed a significant negative correlation, indicating that the rate of change for adolescents with a low initial level in the relationship showed a rapid decrease, and for adolescents with a high initial level, the rate of change showed a gradual decrease. Second, it was found that the initial value of abuse experiences had a significant positive effect on the initial value and change rate of school violence victimization experience. Third, the initial value of abuse experience was found to have a significant positive effect on the initial value of aggression. Fourth, the initial value of abuse experience was found to have a significant positive effect on the initial value of experience of bullying at school. With the same conclusion as the research result, another theory of reproduction of violence as a result of learning from dysfunctional interactions within the home described in Bandura's (1986) social learning theory was supported. The initial value of aggression was found to have a significant positive effect on the initial value of experience of bullying at school, and it was found that it had a significant negative effect on the rate of change in experience of bullying at school. Fifth, as a result of examining the mediation of school violence victimization and aggression in the path between abuse experience and school violence perpetrator experience, first, the rate of change in school violence victimization had a significant negative effect in the path between the initial value of abuse experience and the rate of change in school violence perpetrator experience. It was found to have a significant positive effect on the path between the rate of change in the experience of abuse and the rate of change in the rate of perpetrators of school violence. Sixth, the initial value of aggression was found to have a significant positive effect between the initial value of the abuse experience and the initial value of the experience of school violence, and it was found that it had a significant negative effect between the initial value of the child maltreatment experiences and the change rate of the experience of bullying at school. The limitations of this study and suggestions for follow-up studies are as follows. First, this study was conducted on adolescents from the sixth grade of elementary school to the first grade of high school, and there is a limit to generalizing and interpreting the research results to the characteristics of all adolescents corresponding to elementary school and high school students. Second, this study has limitations in the composition of the questionnaire because it used panel data that had already been surveyed rather than conducted a survey on the respondents directly. Third, the data collection method on the experiences of school violence perpetrators and victims in the panel survey data for children and adolescents in Korea is data collected by examining the presence or absence of experience. It has a limitation in that it cannot secure multivariate normality. Therefore, in order to derive stable research results in future research, it is necessary to secure and analyze the continuity of variables and normality of distribution by adding investigations on the frequency and extent of experiences as well as the presence or absence of school violence victims and abusers. Fourth, according to the fact-finding survey on the proportion of school violence victims by the Ministry of Education in 2021, the proportion of cyberbullying and bullying increased. However, there is a limitation in the investigation of the study by excluding the question of sexual violence as a sensitive part in the survey. In future research, it is necessary to analyze the data reflecting all types of school violence, including items related to cyberbullying and sexual violence. In spite of these limitations, this study investigated the causal relationship between the experience of abuse and the experience of perpetrators of school violence, and at the same time confirmed that the experience of bullying at school and aggression are mediating variables in the vicious cycle of experiences of abuse and school violence. Through this, it is meaningful that we tried to find a way to break the vicious cycle in which the abuse experience is reproduced as school violence. It can help to understand and help establish an intervention strategy for students who have been affected by abuse and to classify them into problem groups that are subject to severe punishment in our society, as well as emotional problems and school violence victims.