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자료유형
학술저널
저자정보
임승철 (연세대학교) 박주희 (연세대학교)
저널정보
한국아동학회 아동학회지 아동학회지 제41권 제2호
발행연도
2020.4
수록면
41 - 55 (17page)

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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, 4<SUP>th</SUP> to 6<SUP>th</SUP> 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.

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UCI(KEPA) : I410-ECN-0101-2020-598-000578275