본 연구에서는 또래 압력에 의해 특정 행동으로 나아가는 과정의 도덕적인 측면과 비도덕적인 측면 중 후자에 주목하면서, 그 과정에 영향을 미치는 요인으로 고려되는 인지적 왜곡과 도덕적 정체성과의 관계를 경험적으로 확인해보았다. 연구 결과, 부정적인 성격의 또래 압력에 취약할수록 행위자의 인지적 왜곡 수준이 심화되는 경향을 확인하였다. 하지만 도덕적인 인간의 모습과 자아 개념 간의 높은 통합 정도는 또래 압력이 인지적 왜곡에 미치는 영향을 완화하였다. 이러한 연구 결과를 토대로 본 연구에서는 또래 압력을 통해 비도덕적인 행동으로 나아가는 작동 메커니즘을 또래들에게 인정받기 위해 또래 집단에서 승인된 방식대로 행동하고자 하는 대인관계적 측면과 행위 결정에 대한 인지적 왜곡 수준이 높아져 비도덕적으로 행동하게 되는 개인내적 측면으로 구분하여 제안하였다. 그리고 부정적 또래 압력에 의해 발생하는 비도덕적인 행동에 대한 교육적 개입으로 규범적 또래 압력을 활용한 도덕적 정체성의 형성을 강조하였다
This study examined the role of peer pressure, cognitive distortion, and moral identity in explaining immoral aspect in the process of producing a certain behavior under peer pressure. According to the study result, it was found that as the more adolescents are vulnerable to the negative peer pressure, the more their cognitive distortion tended to be severe. However, the strong centrality of moral identity to self concept moderate the influence of peer pressure to cognitive distortion. Based on those results, this study suggests an operating mechanism that peer pressure produce immoral behaviors by categorizing interpersonal aspect and intrapersonal aspect. The former is reinforced by the desire of being recognized and belonging to the peer group, while the latter produce immoral behaviors by strengthening cognitive distortion of individual. And this study emphasizes utilization of peer normative pressure for educational intervention on the immoral behavior can be produced by negative peer pressure.
This study examined the role of peer pressure, cognitive distortion, and moral identity in explaining immoral aspect in the process of producing a certain behavior under peer pressure. According to the study result, it was found that as the more adolescents are vulnerable to the negative peer pressure, the more their cognitive distortion tended to be severe. However, the strong centrality of moral identity to self concept moderate the influence of peer pressure to cognitive distortion. Based on those results, this study suggests an operating mechanism that peer pressure produce immoral behaviors by categorizing interpersonal aspect and intrapersonal aspect. The former is reinforced by the desire of being recognized and belonging to the peer group, while the latter produce immoral behaviors by strengthening cognitive distortion of individual. And this study emphasizes utilization of peer normative pressure for educational intervention on the immoral behavior can be produced by negative peer pressure.
