• 한국사회복지학회:학술대회논문집
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• 2008.04a
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• pp.219-225
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• 2008

• Korean Journal of Human Ecology
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• v.22 no.3
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• pp.391-404
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• 2013

This study examined the moderating role of teacher-child relationship on the relation between children's problem behavior and peer victimization. Participants were 198 children(97 boys, 101 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed the rating scales to measure the children's peer victimization, problem behavior and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's problem behavior had positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' withdrawal behavior and teacher-child closeness predicted boy's peer victimization. Boys' withdrawal behavior, whose teachers demonstrated the lowest level of teacher-child closeness, associated significantly with their peer victimization. Boys' withdrawal and aggressive behavior had significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Findings suggested the importance of teacher-child relationship in the context of intervention planning for peer victimization.

• Journal of the Korean Home Economics Association
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• v.51 no.2
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• pp.187-193
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• 2013

This study investigated the relation between participation in bullying, peer relationship and children's social status. We examined the classified types of social status among 700 fifth and sixth grade elementary schools students. The data were obtained by administering a self-reported questionnaire. Differences were identified with participation in bullying behavior, intimacy friendship and peer support as peer relationship. The collected data were subjected to a descriptive and F-test analysis using the SPSS software program. The results conveyed that social status was different according to the gender difference. Rejected boys presented more bully, reinforce, assistant and victim behaviors. Neglected boys were more victims of bullying. Defensive behavior was more apparent in popular and neglected boys. Furthermore, such boys had high intimate friendships. Popular boys presented distinctively more peer support. Rejected boys represented less intimate friendship and peer support. On the other hand, popular girls portrayed more defensive behavior. However, rejected girls and neglected girls had less defensive behaviors. Victim behaviors were less coherent in popular and neglected girls. Intimate friendship and peer support were mostly apparent in popular girls. Rejected boys represented less intimate friendship and peer support.

• Journal of Families and Better Life
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• v.26 no.5
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• pp.419-432
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• 2008

The purpose of this study was to examine that marital conflict, maternal parenting behavior, and a child's friendship quality varied as a function of bully/victim groups. A sample of 227 elementary school children and their mothers participated in the study. Children answered questionnaires regarding maternal parenting behavior, friendship quality, and bullying/victimization and mothers rated their marital conflict. The data were analyzed by frequencies, factor analysis, one-way ANOVAs, and Duncan's post-hoc analyses. The bully/victim distribution was 8.4% bullies, 7.9% victims, 4.4% bully-victims, and 79.3% normative contrasts when reported by children themselves and 9.3% bullies, 4.8% victims, 5.3% bully-victims, and 80.6% normative contrasts when reported by peers. Bullies and bully-victims experienced higher marital conflict than normative contrasts. Bully-victims perceived higher maternal warmth than bullies and both bullies and victims perceived higher maternal rejection/punishment than normative contrasts. Victims perceived their mothers to be more permissive/neglected than normative contrasts, and bully-victims perceived them to be more overprotective than both bullies and normative contrasts. Both bullies and bully-victims showed higher negative function of friendship quality than victims.

• Journal of the Korean Home Economics Association
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• v.48 no.2
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• pp.95-111
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• 2010

We examined gender-specific behaviors in children and classified types of bullying behavior among 1,181 fifth and sixth grade elementary schools students. Differences were identified in individual variables, family environment variables, and school environment variables. Furthermore the behavioral tendencies of those variables towards bullying were also investigated. Collected data were subjected to descriptive and comparative statistical analysis using the SPSS program(Ver 15.0). Results showed that tendency towards bullying was gender specific. Bullying behavior, reinforcing behavior, assistant behavior, and onlooking behavior in boys were influenced by individual factors only. However, defending behavior in boys was influenced by individual and school factors, while victimizing behavior was influenced by individual and family factors. In girls, onlooking behavior was only influenced by individual factors, while reinforcing behavior was influenced by individual and family factors. Bullying behavior, defending behavior, assistant behavior, and victimizing behavior in girls were influenced by individual, family, and school factors.

• Journal of Families and Better Life
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• v.20 no.2
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• pp.9-20
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• 2002

This study examined different individual and environmental factors that affect children's experience of harassment from their peers. For the individual variables, gender, behavioral problems, and self-esteem were included in the anal)'sis. For the family variables, mother's parenting style and the socio-economic status of parents were examined, and for the school variables, the supervision of the teacher and the attitudes of the classmates toward bullying were used. Two forms of peer harassment, the overt form and the relational form were examined in this study. The sample consisted of 520 fifth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, factor analysis, frequency, percentage, means, standard deviation, Pearson's correlation, and multiple regression. Several major relationships were found from the analyses. First, the more the children tend to internalize behavioral problems and have lower self-esteem, the more likely they are to get victimized by overt and relational forms of harassment. Boys experience more overt harassment than girls. Second, the more the mother's parenting style is permissive-nonintervening, or rejecting-restricting, and the higher the father's social status is, the more likely the child is subjected to overt and relational forms of harassment. Third, the more the children feel that the teacher is paying attention to bullying, the less the children are subjected to the overt form of peer harassment. Fourth, children's internalizing behavioral problems, mother's permissiveness-nonintervention, children's self-esteem, children's gender, and the supervision of the teacher regarding bullying significantly affected the experience of overt forms of harassment. A twenty two percent variance in the victimization of an overt form was explained by those variables. Children's internalizing behavioral problems, mother's permissiveness-nonintervention, children's self-esteem, and mother's rejection-restriction significantly affected the experience of relational form of peers harassment. Twenty six percent of the variance in the relational form of victimization was explained by those variables.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.18-33
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• 2017

The purpose of this study was to examine the effect sizes of personal, family, peer, school, cyber environment, experience of bullying/victimization factors on cyberbullying perpetrating behavior among students in Korea using meta-analysis. Published academic journals and master/doctoral dissertations from 2010.01.01 to 2016.10.31 were identified using Research Information Sharing Service(RISS) data base. Keywords for search were cyberbullying, cyber-exclusion, cyber-violence, cyber-harassment, online/SNS peer harassment. A total of 43 studies were selected for meta-analysis. Personal factors and experience of bullying/victimization showed moderate effect sizes(0.28~0.29) and peer, family, cyber environment, school domains showed small effect sizes(0.08~0.13). Results of the study may be used to guide effective prevention or intervention strategies against cyberbullying among adolescents.

• Journal of Families and Better Life
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• v.19 no.1
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• pp.159-171
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• 2001

The purpose of this study was to investigate the relationship between adolescents peer victimization and friendship quality. The 679 subjects were selected from the fifth and sixth graders of elementary schools and the first and second graders of middle schools. The instruments of measurement were peer victimization scale, friendship quality scale, friendship nominations measure. The main findings of this study were as follows : 1) The type of peer victimization has significant difference according to gender and grade. There was no significant grade difference in prosocial behavior. 2) The type of friendship quality has significant difference according to gender and grade. There were no significant grade difference in positive friendship and negative friendship. 3) There was significant correlation between adolescents peer victimization and friendship quality.

• Journal of Families and Better Life
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• v.27 no.6
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• pp.13-20
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• 2009

This study investigates the effects of individual and classroom variables on peer victimization through the use of multi-level models. The participants were 297 preschool children recruited from preschools. Teachers completed rating scales that assessed peer victimization, aggression, and prosocial behaviors. Peer nomination was used to measure social preference and friendship. The results showed that the aggression level of classrooms as well as social preference and friendship were associated with peer victimization. The findings imply that the individual as well as the social context should be considered before preventive intervention programs for peer victimization are implemented.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.193-207
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• 2005

The present research studied children's coping strategies by age, sex, and frequency of victimization and examined the relationship of coping strategies to loneliness in peer victimization. Participants were 434 children from the 3rd to 6th grades of an urban elementary school. Self-report data indicated seven types of coping strategies : cognitive distancing, adult support seeking, peer support seeking, negative problem solving, positive problem solving, internalizing, and externalizing. With increasing age, children used less adult support seeking and more positive problem solving. While girls used more adult and peer support seeking, boys employed more externalizing and negative problem solving. Children with higher victimization frequencies were more likely to use negative problem solving and internalization. Lack of strategies for seeking social support was associated with loneliness.