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http://dx.doi.org/10.15434/kssh.2014.27.2.90

The Effects of School Truancy and Attachment Types on School Bullying of Middle School Students: Focusing on Physical Bullying  

Kim, Hee-Young (Department of Child Welfare, Namseoul University)
Cho, Mi-Kyoung (College of Nursing, Eulji University)
Publication Information
Journal of the Korean Society of School Health / v.27, no.2, 2014 , pp. 90-99 More about this Journal
Abstract
Purpose: This study examined the levels of and the associations between middle school students' attachments to parents, peers, and teachers, truancy, and school bullying. Methods: Data on middle school student were obtained from the Korea National Children and Youth Survey 2010 (N=2,968). The independent t-test and Kruskal-Wallis test were conducted to examine the differences in truancy and school bullying according to the characteristics of students. Multiple stepwise regression analysis was conducted to identify the factors influencing school bullying. Results: The magnitude of the correlation between truancy and bullying was r=.34 (p<.001). Two types of attachment(to parents and to teachers) were associated with school bullying, with the magnitude of r=-.06 (p=.003) and r=-.09 (p<.001), respectively. Truancy and all three types of attachment (to parents, peers, and teachers) predicted school bullying significantly (F=27.84, p<.001). Conclusion: In this study, truancy had more influence on bullying behavior than attachments to parents, teachers and peers among middle school students. These results suggest there is need to develop and provide programs to prevent or early intervene in truancy, an important predictor of school bullying, to reduce school bullying among middle school students.
Keywords
bullying; attachment; truancy; middle school students;
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