청소년기 일탈행동이 정서문제에 미치는 영향

Abstract

The study looked at the demographic characteristics of adolescents and their emotional problems according to gender, household income and grades to see the differences in their influence on the bottom five problems of emotional problems in order to analyze how they affect emotional issues according to changes in deviant behavior in adolescence. The study used data from the 5th (2014), 6th (2015), and 7th(2016) panels of the Korea Children and Youth Panel Survey (KCYPS) and analyzed them separately into the cases where 1,059 male and 958 female students continued deviant behavior as of 2014 and continued to do so. In 2010, the data values were categorized as males and females, followed by year-to-year changes with the Lag Function, and the mean, standard deviation, and ANOVA were performed to identify differences in the characteristics of the study subjects and their scores of emotional problems. In order to determine the impact of deviant behavior on the level of emotional problems, a Generalized Estimate Equations (GEE) was used and the relative influence of each variable was estimated by β, and GEE analysis was conducted again to analyze the influence of deviant behavior changes on the emotional problems of different groups. All statistical analyses used the SAS version 9.4 (SAS Institute Inc., NC, USA) program. Looking at the existence of deviant behavior experience between 2014 and 2016, the standardized score for emotional issues was significantly higher than 32.5 for those without deviant behavior at 39.1. The standard score for emotional issues was significantly higher than that of adolescents who did not perform deviations by 5.62 times (β=5.62, P<0.001, ref=none), and in some cases the p-value was not significant at 0.066(β=1.58=P0.66). It was not significant for adolescents who did or did not perform deviantly. Considering the age of middle, middle and high school students, who had high grades for attention, aggression, physical symptoms, and depression, the result is that they have not been given many opportunities, given the age of middle school, middle school, and high school students, who have yet to be active in social activities. If both male and female students continued to deviate from each other, the score for standardization of emotional issues was significantly higher. When comparing emotional problem scores with the income quintile of the surveyors, it was significantly higher when deviating from the top one, two, and four quadrants. When comparing emotional problem scores with academic scores, the top 1st and fourth quartiles were significantly higher for deviant behavior. Looking at the differences in the standard score of emotional problems according to the number of deviant behaviors, we found that it was meaningful to us that the number of deviant actions was not important, except for those that were unintentionally different, which can be inferred by imitating the behavior of friends in peer cultures. When comparing emotional problem scores with the researchers’ academic scores, they were significantly higher in the top 1 and 4 deciles. Through this process, we identified the existence of deviant behavior and the causality of scores of emotional problems according to changes. Our society is under intense stress during adolescence due to the highly competitive college entrance exam environment and the intense pursuit of academic performance, bullying and violence among peers, and in the meantime, deviant behavior can occur due to the desire to belong to peer culture, so we should establish a social safety net with various approaches to improving youth peer relationships. It is hoped that this study, which reveals differences in emotional problems caused by changes in deviant behavior, will contribute to effective policy training that can prevent the occurrence of deviant behavior that can alleviate attention, aggression, physicalization symptoms, depression and social contraction of adolescents in advance.