Journal of Educational Innovation Research 2017, Vol. 27, No. 1, pp.159-180 DOI: http://dx.doi.org/10.21024/pnuedi.27.1.201703.159 The Effects of Parenting Attitude on Aggression and Sense of School Community perceived by Elementary School Students Purpose: The purpose of this study was to explore the effects of parenting attitude on aggression and school violence allowance perceived by elementary school students. Method: We distributed questionnaires to 540 students at 12 elementary schools in Ulsan, t-test, one way ANOVA, correlation analysis, regression analysis and structural equation modeling were performed. Results: A statistical differences in physical aggression, allowing school violence, animosity were identified by the genders of the participants. Male students were highly aware of physical aggression, allowing school violence than female students, and female students were highly aware of the animosity than male students. The data showed that the levels of allowing school violence increased as student s grades change from the 4 th to 6 th grades. In addition, we also analyzed the potential structual relation between Parenting Attitude and Aggression and School Violence Allowance, The results showed that parenting attitude would have an direct effects on aggression and aggresssion would have a direct effect on school violence allowance. Conclusion: The current findings would be meaningful to develop parents education of school violence prevention. Key words : Parenting Attitude, Aggression, School Violence Allowance Corresponding Author: Hahn, Dae-Dong, Pusan National University, Dept. of Education, Busandaehakro, Jangjeondong, Busan, Korea, e-mail: ddhahn@pusan.ac.kr
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. 1) 배경변인에따른학생의공격성차이 < -1>. (N=500) M SD t / F Scheffé 2.59.778 2.33.776 3.703 *** 4(a) 2.33.816 5(b) 2.50.781 6(c) 2.53.755 3.103 * 2.44.856 2.65.894-2.703 ** 4(a) 2.43.921 5(b) 2.57.892 6(c) 2.64.824 2.635 2.36.742 2.32.755.620 4(a) 2.21.829 5(b) 2.36.779 6(c) 2.45.633 4.527 ** c>a 2.07.849 1.97.833 1.367 4(a) 2.00.890 5(b) 2.02.798 6(c) 2.09.835.830 * 2.37.676 2.32.654.803 4(a) 2.24.735 5(b) 2.35.661 6(c) 2.43.588 3.385 * c>a * p<.05, ** p<.01, *** p<.001 (M=2.59) (M=2.32),., (M=2.59) (M=2.33) (t=3.703, p<.001),
(M=2.65) (M=2.44) (t=-2.703, p<.01). 4(M=2.24), 5(M=2.35), 6(M=2.43) (F=3.385, p<.05)., 4(M=2.33), 5(M=2.50), 6(M=2.53)(F=3.103, p<.05), 4(M=2.21), 5(M=2.36), 6(M=2.45) (F=4.527, p<.01). 2) 배경변인에따른학생의학교폭력허용도차이 < -2>. (N=500) M SD t / F Scheffé 2.62.561 2.55.512 4(a) 2.51.612 5(b) 2.62.535 6(c) 2.62.458 1.530 2.155 * 2.00.773 1.77.686 4(a) 1.88.753 5(b) 1.89.680 6(c) 1.90.776 3.459 ***.117 * 2.31.603 2.16.500 4(a) 2.20.602 5(b) 2.24.534 6(c) 2.26.538 3.024 **.547 * p<.05, ** p<.01, *** p<.001 (M=2.31) (M=2.16) (t=3.024, p<.01)., (M=2.00) (M=1.77) (t=3.459, p<.001). 4(M=2.20), 5(M=2.24), 6(M=2.26)
,., 4(M=2.51), 5(M=2.62), 6(M=2.62) (F=2.155, p<.05), 4(M=1.88), 5(M=1.89), 6(M=1.90) (F=.117, p<.05). 1) 부모의양육태도, 공격성, 학교폭력허용도의상관관계,, < -3>. -, -, -, - 4.,,, 4., 2.. a1(-), a2(-), a3(- ), a4(- ) b1( ), b2( ), b3( ), b4( ) c1( ), c2( ),, Pearson < -4>. (a1, a2, a3, a4) (b1, b2, b3, b4) (c1, c2) (-). (b1, b2, b3, b4) (c1, c2) (+).,,.,.
a1 a2 a3 a4 b1 b2 b3 b4 c1 c2 a1 1.00.32 ***.64 ***.68 *** -.10 * -.19 *** -.16 *** -.33 *** -.14 *** -.25 *** a2 1.00.21 ***.40 *** -.09 * -.15 *** -.16 *** -.21 *** -.12 ** -.15 *** a3 1.00.53 *** -.05 -.14 *** -.10 * -.18 *** -.07 -.14 *** a4 1.00 -.21 *** -.31 *** -.26 *** -.36 *** -.21 *** -.30 *** b1 1.00.49 ***.58 ***.54 ***.43 ***.37 *** b2 1.00.55 ***.51 ***.37 ***.31 *** b3 1.00.62 ***.45 ***.41 *** b4 1.00.40 ***.48 *** c1 1.00.51 *** c2 1.00 M 3.70 3.17 3.42 3.50 2.46 2.55 2.34 2.02 2.58 1.88 SD.691.417.604.623.787.881.753.842.537.738 * p<.05, ** p<.01, *** p<.001 2) 부모의양육태도, 공격성, 학교폭력허용도의구조관계모형 < -5>. (Repression Weights) (Squared Multiple Correlation), 0 C.R. 2. S.M.C..40. R.W. S.R.W. S.E. C.R. p V S.M.C. a1 1.194.865.067 17.810 0.000.120.748 a2.339.407.039 8.635 0.000.145.466 a3.839.696.054 15.437 0.000.188.484 a4 1.000.803 - - -.138.645 b1.852.713.055 15.578 0.000.304.509 b2.904.676.061 14.711 0.000.421.457 b3.922.807.052 17.584 0.000.197.652 b4 1.000.783 - - -.274.613 c1 1.000.716 - - -.141.513 c2 1.387.723.120 11.547 0.000.259.523,,
[ -1]. CMIN=114.307, df=32, p=.000, CMIN/df=1.572, RMR=.025, GFI=.953, AGFI=.920, CFI=.956, RMSEA=.072, NFI=.941, IFI=.956,. CMIN p<.000,. CMIN/df 1.572 2, RMR.05, GFI, AGFI, CFI, NFI, IFI.90, RMSEA 2).05.10. < -6>. 2) Brown & Cudeck(1993) RMSEA RMSEA<.05, RMSEA<.08, RMSEA<.10, RMSEA>.10.
R.W. S.R.W. S.E. C.R. p -.472 -.479.070-6.732.000 -.069 -.089.041-1.690.041.424.726.039 10.751.000 CMIN=114.307, df=32, p=.000, CMIN/df=1.572 RMR=.025, GFI=.953, AGFI=.920, CFI=.979, RMSEA=.072, NFI=.941, IFI=.956 -.479, p<.001.40..726, p<.001.40. (-). (+). -.089, p<.05.40, -.347 -.436....,.., (M=2.59), (M=2.31), (M=2.00). (M=2.65) (M=2.44).
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. (1), 151-171. (2009)... (2001)... (1997)... (2016). :. (1) 97-106. (2012)..., (2001).,. (1), 79-94. (1997)..., (2005).. (1), 300-324. (2004).. (1), 99-113., (2012).. (1), 15-28, (2014). :. (7), 217-242. (1965).. :., (1982).. (1), 1-15. (2003)... (2015)... (2007).,,. 25-50. (1979).. :. (2000). :.
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