Journal of Korean Home Economics Education Association (한국가정과교육학회지)

Korea Home Economics Education Association (한국가정과교육학회)
권호 표지
DOI QR코드

DOI QR Code

Study on cyberbullying among adolescent bystanders - focusing on the empathy of middle school students -

사이버불링을 목격한 중학생 주변인의 실태 및 영향 변인 연구

  • Received : 2016.09.18
  • Accepted : 2016.12.12
  • Published : 2016.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to explore the reality of middle school students witnessing cyberbullying and their types of behaviors after witnessing and to examine the role of empathy affecting the behaviors of bystanders of cyberbullying. For this purpose, we collected the survey data from 595 middle school students in the Gyeong-Gi region. Results show that 61.2% of the respondents report the witness of cyberbullying, Among which cyber slander is the most common, followed by spreading false information, outcast, sexual harassment, and extortion. The behaviors of bystanders who witnessed cyberbullying are categorized into spectating, defending, agreeing, or doing nothing. When it comes to the role of the students' empathy, findings show that the 'empathic concern' and 'personal pain' -, parts of emotional empathic abilities, can significantly influence behaviors of cyberbullying bystanders. These findings not only call the attention to the seriousness of cyberbullying among middle school students, but they also suggest the implication that emotion empathy education is required along with emotion control education.

본 연구는 청소년들에게 사이버 공간이 중요한 환경으로 자리매김하면서 또래 괴롭힘에서 사이버 불링이 눈에 띄게 급증하고 있으므로, 중학생들의 사이버 불링 목격 실태와 목격 후 어떠한 행동을 보이는지를 파악하며, 중학생의 공감 능력이 목격 후 행동 유형에 영향을 미치는지 탐색하고자 하였다. 이를 위해 경기도 11개 지역에 소재한 중학교의 총 595명 중학생을 설문조사하였다. 연구 결과는 다음과 같다. 첫째, 전체 응답자의 61.2%가 다섯 가지 사이버 불링 상황을 목격한 적이 있다고 응답하였으며, 사이버 비방을 가장 흔히 목격하였고 유포, 왕따, 성추행, 갈취 순으로 목격한 것으로 나타났다. 사이버 불링을 목격한 주변인은 방관 행동, 방어 행동, 동조 행동, 역할 없음 순의 행동 유형을 보였으며 이러한 행동 유형은 성별, 학년, 부모 관계 만족도, 사이버 불링 목격 정도, 사이버 불링 가해 경험에 따라 유의한 차이를 보였다. 둘째, 정서적 측면의 공감 능력인 '공감적 관심'과 '개인적 고통'이 사이버 불링 주변인의 행동 유형에 영향을 미치는 것으로 나타났다. 이상의 연구 결과를 바탕으로 한 가정교과에서의 시사점은 첫째, 응답자의 약 2/3 정도가 사이버 불링 상황을 목격한 것으로 나타나 사이버 불링의 심각성에 대한 이해의 폭을 확장시킬 필요성을 제기하였다. 특히 사이버 비방, 유포, 왕따, 갈취, 성추행 등의 사이버 불링 상황을 다양하게 목격하고 있다는 사실을 통해 청소년들이 당면하고 있는 구체적인 문제 상황을 환기시켰다. 또한 사이버 불링을 목격한 주변인의 행동 유형 분포가 성별, 학년, 부모와의 관계 만족도, 사이버 불링 목격 정도, 사이버 불링 가해 경험에 따라 차이를 보이는 것으로 나타나 사이버 불링을 예방하기 위해 청소년 개인 뿐 아니라 가족 및 사이버 환경에서의 교육이 다각도로 필요함을 시사한다. 둘째, 사이버 불링 상황을 목격한 주변인이 피해자를 방어하기 위해서는 정서적인 공감 능력이 중요하지만, 불안이나 긴장과 같은 부정적 공감 정서는 방어 행동을 저해한다는 사실을 확인함으로써 정서적인 공감 교육은 감정 조절 교육과 함께 이루어질 필요가 있음을 시사한다.

Keywords

References

  1. Ahn H-Y & Jin Y-E (2014). Bystanders role in the context of bullying research trends and tasks. The korean association of yeolin Education, 22(4), 95-117.
  2. Aju News(2013.08.01.). Damage by internet trolls, appears in reality. Retrieved from http://www.ajunews.com/kor/view.jsp?newsId=20130731000334.
  3. Cha Y-H & Park K-J (2011). School Children's Roles and Social Understandings in Peer Bullying. Journal of Life-span Studies, 1(1), 47-67.
  4. Cho Y-O (2013a). Study on the Factors Associated with Cyber Bullying Victimization. Korea Association of Public Safety and Criminal Justice, 22(4), 304-327.
  5. Cho Y-O (2013b). 新사이버불링 유형과 문제점. 학교폭력 2.0. 사이버불링 실태와 해법 세미나 자료집(미래창조과학부).(pp5-15)
  6. Choi Y-H (2001). Study on the Behavior of Conformity and Self-Esteem of Bullies-victims. Unpublished master's thesis, Korea University, Seoul, Korea.
  7. Chu B-Y (2014). Methods for preventing cyber bullying in moral education. The Journal of Curriculum and Evaluation, 17(1), 97-119. https://doi.org/10.29221/jce.2014.17.1.97
  8. Davis, M. H.(1980). A multidimensional approach to individual differences in empathy. JSAS Catalog of Selected Documents in Psychology, 10, 85.
  9. Go H-I (2014). The Difference in Middle School Students' Empathy, Self-differentiation, and Family Systems Based on the Roles of Bystanders in Bullying Situations. Unpublished master's thesis, Jeju National University, Jeju, Korea.
  10. Ha I-J (2014). The Effects of Classroom Cohesion and Perceived Classroom Norm on Participation Behavior in Peer Bullying, Satisfaction with School Life, Empathy and Pro-social Behavior. Unpublished master's thesis, Chosun University, Kwangju, Korea.
  11. Han H-N (2014). The Relation between Bystanders' Behavioral Reactions to Bullying, Gratitude, Empathy, and a Sense of School Belonging. Unpublished master's thesis, Ewha University, Seoul, Korea.
  12. Hong S-J (2014). Empathy, Fairness, Intention in Helping Behavior and Social Self-efficacy on Bystanders' Helping Behavior in a Simulated Cyber Bullying Situation. Unpublished master's thesis, Keimyung University, Daegu, Korea.
  13. Jung A-H (2014). An Analysis of Response as Bystanders of Middle School Girls in a Simulated Cyber Bullying Situation. Unpublished master's thesis, Keimyung University, Daegu, Korea.
  14. Kim B-S, Park J-S, Gam D-U, & Jin S-K (2013). The Corelation Research between Cyberbullying and Information Media Use - With Focus on Internet and Mobile Phone Use. Journal of Korean association of computer education, 16(5), 17-29.
  15. Kim E-A & Lee S-Y (2011). The Roles of Empathy, Self-efficacy, and Beliefs in Classroom Norm in Defending Behaviors among Middle School Students. The Korean Journal of Development Psychology, 24(1), 59-77.
  16. Kim E-K (2012). Study on the Predictors of Youth's Cyber Bullying. Unpublished doctoral dissertation. Myongji University, Seoul, Korea.
  17. Kim H-D & Song B-H (2013). A study on the Effect of Cyber Bullying on School Violence. The Korean Association of Criminal Psychology, 9(3), 87-111.
  18. Kim H-J (2003). The Types of the Conformity Groups in Bullying. Journal of Adolescent Welfare, 5(2), 103-118.
  19. Kim H-R (2013). Differences of cognitive and affective empathy byparticip ant roles in bullying among 5 th and 6 th grade Korean children. The Korean journal of developmental psychology, 26(4), 1-20.
  20. Kim H-Y & Min J-S (2014). A Study on the Factors of Youth Cyberbullying: Foused on Off-line Bullying and Social Media Addiction. Joural of the Korea Entertainment Industry Association, 8(4), 323-333. https://doi.org/10.21184/jkeia.2014.12.8.4.323
  21. Kim J-E (2012). The differences of empathy, prosocial moral reasoning, and group norms according to the role of bystanders in bullying situations among adolescents. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  22. Kyunghyang Shinmun(2012.08.27.). Countermeasures against cyber bullying for youth. Retrieved from http://khan.co.kr/kh_news/khan_art_view.html?artid=201208272117465&code=990304
  23. Lee C-H & Lee K-S (2013). An exploration of the impact of social media use on cyber bullying by youth : A focus on network characteristics. Studies on Korean Youth, 24(3), 259-285.
  24. Lee C-H, Shin N-M, & Ha E-B (2014). A Study on the Situation of Youth Cyberbullying and Measures to Prevent It. National youth policy institute research report-14-R07.
  25. Lee G-M el al. (2014). The theory and practice of school violence prevention. Soeul: Hakjisa.
  26. Lee J-H & Ahn S-C (2013). A Comparative Study on the Legal System of Cyberbullying. Dispute Resolution, 11(1), 133-157. https://doi.org/10.16958/drsr.2013.11.1.133
  27. Lee J-S (2014). The influence of the empathic ability and perceived school environment on bystander role types among middle school girls in bullying situations. Silla University, Busan, Korea.
  28. Lee J-W, Yoon S-Y, Kim H-J, & Heo T-G (2014). The Roles of Authoritarian Personality and Popularity in School Bullying. Korean journal of school psychology, 11(1), 109-135 https://doi.org/10.16983/kjsp.2014.11.1.109
  29. Lee S-D, Hwang S-G, & Yeom D-M (2013). The Exploratory Research on Recognition and Actual Condition of Cyber Bullying: Focused on Middle School Students in Uiryeonggun. Korean Journal of Criminology, 33, 120-145.
  30. Lee S-G & Oh I-S (2012). Comparative Analysis of Factors Influencing on Off-line Bullying and Cyber-bullying. Asian journal of education, 13(2), 137-161. https://doi.org/10.15753/aje.2012.13.2.006
  31. Lee S-Y & Song K-H (2012). The Structural Relations among Attachment, Emotion Regulation, Social Self-Efficacy, Defending and Outsider Behaviors of Middle School Students. Korean journal of school psychology, 9(2), 393-415. https://doi.org/10.16983/kjsp.2012.9.2.393
  32. Lee S-Y (2014). The Roles of Empathy, Social Self-efficacy, and Perceived Norms on Defending Behaviors to Bullying among Middle School Students. Korean journal of developmental psychology, 27(3), 89-112.
  33. Lee W-S (2013). A Study on Cyberbullying from a Criminal Law Perspective. Korean Journal of Criminology, 25(3), 91-118.
  34. Lim S-S (2013). Anti-Cyberbullying Law and Anti-Cyberbullying Education: Cases of Korean Anti School Violence Law. Korea ethics education association, 91, 107-125.
  35. Ministry of Education(2015). The 2nd a field survey on school violence. Retrieved from http://www.moe.go.kr/web/100026/ko/board/view.do?bbsId=294&pageSize=10¤tPage=1&encodeYn=Y&boardSeq=61498&mode=view
  36. Ministry of Gender Equality and Family(2013). Survey on youth media use. Retrieved from http://www.mogef.go.kr/korea/view/news/news03_01.jsp?func=view¤tPage=1&key_type=reg_depart&key=매체&search_start_date=&search_end_date=&class_id=0&idx=693894.
  37. Oh I-S (2010). Psychological Factors Influencing Bystanders' Behavioral Reactions to Bullying: A Focus on Empathy and Aggression. The Journal of Elementary Education, 23(1), 45-63.
  38. Oh J-W (2013). The influence of classroom-level sense of community on participant roles in bullying situations. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  39. Park H-K (1999). A Study on the Process of Bullying and the Roles of the Class Members in it : Focused on the cases in middle school. Unpublished master's thesis, Sung Kyun Kwan University, Seoul, Korea.
  40. Park J-H (2014). The impact of Boy's Moral Emotion on the Participants' Roles in School Bullying situations : The moderating effect of parenting attitude. Korea Institute of Youth Facility & Environment, 12(4), 107-120.
  41. Park S-H (1997). Empathy and pro-social behavior. Seoul: Moonemsa
  42. Ryu K-H (2006). The Variables Affecting Adolescents' Conformity Behavior in Bullying. Journal of the Korean Home Economics Association, 44(12), 139-154.
  43. Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K., & Kaukiainen, A.(1996). Bullying as a Group Process: Participant roles and their relation to social status within the group. Aggessive Behavior, 22, 1-15
  44. Seo M-J (2008). Participation in Bullying: Bystanders' Characteristics and Role Behaviors Korean Association of child studies. Korean Journal of Child Studies, 29(5), 79-95.
  45. Shin M-J, Kang M-J, & Jung I-J (2014). The Mixed Methods Research on Cyber Verbal Bullying among Elementary School Students. Journal of School Social Work, 29, 483-510.
  46. Shin N-M & Ahn H-S (2013). Cyberbullying among Korean adolescents : Facts and factors related to victimization and offending experiences. Research Institute of Education Korea University, 26(4), 1-21.
  47. Shin N-M (2012). Empathy and bullying: How are they related in explaining the types of bullying participations among adolescents, Korean association of adolescent welfare, 14(4), 24-45.
  48. Yoo G-S, Lee S-C, & Lee H-M (2013). Effects of Individual, Family and School Characteristics on Participant Roles of School Bullying among Middle School Students. Journal of family relations, 18(3), 63-89.
  49. Yoon S-W & Lee Y-H (2004). The effects of the peer-support program for the Outsiders fo bullying. The Korean journal of clinical psychology, 26(2), 271-292.
  50. 교육부(2015). 실과(기술.가정) 교육과정. 교육과학기술부 고시 제 2015-74호.
  51. 청예단(2014.05.20.). 2013년 전국 학교폭력실태조사 결과 발표. http://blog.naver.com/bakbht/220007023211에서 2015년 4월 27일 검색.
  52. 학교 폭력 예방 및 대책에 관한 법률 제2조 제1호의 3항. http://www.law.go.kr/lsInfoP.do?lsiSeq=162100&efYd=20141119#0000에서 2015년 4월 21일 검색.

Cited by

  1. Solutions to Cyberbullying among Adolescents Using Focus Group Interviews vol.32, pp.2, 2021, https://doi.org/10.7856/kjcls.2021.32.2.305