범죄유발적 지식구조와 학교폭력과의 관계에 관한 연구

Various national policies have been implemented to deal with school violence. Despite such national efforts, violence problems at school surroundings do not decrease. An annual evaluation study shows that the problems have been worse in recent years. This study is conducted to develop the better national prevention policies. The lack of concerns for subjective meanings in students is argued as the major cause of failure in current policies. Criminogenic knowledge structure which is consisted of hostile social schema, discounting social schema, and cynical social schema, is hypothesized to affect the subjective meanings and school violence. Research questions are examined on the data from Korea Child Youth Panel Study 2010. The findings show that approximately 10.7% of respondents committed at least one of seven kinds in school violence. Serious taunting or bantering was the most prevalent while exploitation and stealing were the least prevalent. Negative circumstances such as lack of parental attachment, inappropriate child rearing,lack of educational commitment, and lack of neighborhood integration were strongly related to criminogenic knowledge structure. The hypothesized path that negative circumstances would affect the knowledge structure, and thus created knowledge structure would cause school violence was supported in the analysis of Structural Equation Modeling. Three prevention policies are recommended. First, programs for social interaction are to be implemented for enhancing the reflexive capability of students. Second, programs for hooks for change are to be developed for changing the ill-formed social schemas. Finally, restorative justice is to be extensively adopted to reduce the hostile cultural typifications in retributive justice.