• 아동학회지
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• 제36권4호
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• pp.17-32
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• 2015

The purpose of the present study was to explore the stability and changes of participant roles in the bullying process, namely, bullies, victims, followers, outsiders, and defenders. In addition, this study examined associated environmental characteristics of both followers and defenders in sixth graders among peer bystanders in the fifth grade. The participants consisted of 461 children from grades 5 to 6(male: 239, female: 222). Data were collected at one year intervals for two data points. The results indicated a moderate consistency in the participant roles the children take across time. Followers and outsiders tended to change differently in their roles one year later. On the other hand, defenders, bullies, and victims tended to keep the same role. The defenders group generally had higher levels of peer attachment, teacher attachment and community's supervision than the followers group. The implications for future research and intervention in bullying were also discussed.

• 예술인문사회 융합 멀티미디어 논문지
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• 제6권12호
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• pp.217-229
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• 2016

이 연구의 목적은 중학교 체육수업 참여 학생들을 대상으로 교우관계 소외자와 방관자의 특성 및 인식을 파악하는데 있다. 구체적으로 또래 괴롭힘 참여자 역할행동을 분석을 통하여 집단 특성과 그 차이를 알아보고, 개방형 설문 분석을 통해 체육수업에서 소외자를 돕지 않는 방관자의 인식과 이와 관련한 소외자의 특성을 파악하는데 목적이 있다. 이러한 목적을 달성하기 위하여 A 대도시 소재 공립중학교(남여혼성)의 360명을 대상으로 체육수업에서 또래 괴롭힘 참여자 역할질문지(PQR)와 개방형 문항을 통하여 자료를 수집한 후 교차분석, 귀납적 범주 분석을 수행하였다. 첫째, 또래 괴롭힘 참여역할에 대한 교차분석 결과, 피해방어자(70.2%)역할이 가장 높았게 나타났으며 방관자(12.3%), 소외자(7.4%), 가해자(5.5%), 가해동조자(4.6%) 역할 순으로 나타났다. 이와 더불어 성별 및 학년에 따른 또래 괴롭힘 참여역할의 공통점은 모두 '피해방어자' 역할, '방관자' 역할 순으로 높게 나타났다. 둘째, 체육수업에서 방관자적 태도를 취하는 학생들의 인식을 알아보기 위한 개방형 문항에 대한 학생들의 진술문을 토대로 귀납적 내용분석을 수행한 결과 체육수업 중 따돌림이나 소외 상황을 포함하여 어려운 상황에 있는 학급 내 동료를 도와주지 않는 이유를 ①부적절한 교우관계(32.8%), ②도덕적·정서적 공감 결여(28.1%), ③운동능력부족(15.6%), ④심리적 부담(12.5%), ⑤부적절한 수업태도(10.9%)의 순으로 범주화되었다.

• 아동학회지
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• 제29권3호
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• pp.191-205
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• 2008

This study explored gender differences in social status, acceptance/rejection, perceived popularity, social emotions, avoidance and anxiety by participant roles in bullying situations. Subjects were 215 6th grade children. Instruments were the Participant Roles (Sutton & Smith, 1999), Peer Nomination (Coie & Dodge, 1983 Cillessen & Mayeux, 2004), Social Avoidance and Social Anxiety (Franke & Hymel, 1984) scales. Results showed that more boys than girls were in pro-bullying participant role groups; more girls than boys were in outsider groups. Boy pro-bullies were high in social rejection. Boy defenders were high in popularity and low in social avoidance. Boy outsiders had high social anxiety. Girl victims had low social status, low social acceptance and lowest perceived popularity; they were high in social avoidance and social rejection.

• 아동학회지
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• 제29권5호
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• pp.79-96
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• 2008

This study analyzed differences of role behaviors of participants in bullying according to bystanders' characteristics. Participants were 112 $5^{th}$, $6^{th}$ and $7^{th}$ grade students. Bystanders' characteristics of empathy, negative attitudes about bullying, psychological burden, distorting of consequences, and attribution of blame were classified by K-Means Cluster Analysis into three groups with similar characteristics : lack of empathy/cognitive distorting, anti-bullying, and perception of cost groups. Major findings were that : the lack of empathy/cognitive distorting group had higher levels of bullying behavior than the anti-bullying group and higher levels of victimization than the perception of cost group. The anti-bullying group showed higher levels of defense behavior than the lack of empathy/cognitive distorting group. Implications for future research were discussed.

• 아동학회지
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• 제30권6호
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• pp.195-208
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• 2009

The main body of research literature on peer relations has focused on its effects on children's psychosocial and emotional development from preschool period to adolescence. Topics of the research generally consist of peer acceptance/rejection, friendships, and peer victimization. In the review of domestic and international research conducted since late 1990, research trends and issues are described in this paper. Findings suggest some measures in interventions, prevention, and policies in promoting positive peer relations. Some social skill trainings are needed for children to react appropriately in peer relations and get along with their peers. In addition, there is a need for differentiation of the intervention programs by participants' roles in bullying situations and gender of children. Moreover, a longitudinal research is required to enhance the understanding of developmental changes in peer relations.

• 아동학회지
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• 제34권6호
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• pp.13-29
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• 2013

The purpose of this study was to examine the mediating effect of moral disengagement concerning the parental psychological control on children's participant role behavior in bullying situations. For the purposes of this research, a group of participants comprising total 541 students of fifth, seventh, eighth, tenth and eleventh grades from schools based in Seoul and Incheon were surveyed. As far as research methods are concerned, scales for parental psychological control, moral disengagement and participant role behavior in a bullying situation were used. The main findings of this research were as follows. First, by gender, there was a significant difference in participant role behavior in bullying. By grade, a significant difference was shown in parental psychological control, participant role behavior in bullying and moral disengagement. Second, variables affecting participant role behavior in bullying situations were found to be influenced by the types of role behavior respectively as well as by students' grade levels. Third, moral disengagement concerning the influence of parental psychological control on participant role behavior was found to have a full mediating effect on bystander behavior among elementary school students and bullying behavior among middle school and high school students.

• 아동학회지
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• 제31권1호
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• pp.1-17
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• 2010

This study explored the differences in gender, developmental period and parents in terms of parenting, the cross-sectional and longitudinal relationships in parenting by gender, and the cross-sectional and longitudinal relationships between participant roles in bullying situations and parenting by gender. The subjects were 498 4-5th grade children and the instruments utilized in this study were the Parental Bonding Instrument (Bowers, Smith, & Binney, 1994) and the Participant Roles Scale (Sutton & Smith, 1999). The subjects were contacted again one year after the first contact. Results showed that the relationships between parents were longitudinally quite stable. Girls whose fathers had higher levels of accurate monitoring were more likely to be defenders cross-sectionally. Girls whose parents had more accurate monitoring were less likely to be victims longitudinally. The results underscore the importance of examining both gender and participant roles in bullying situations.

• 아동학회지
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• 제26권5호
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• pp.263-279
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• 2005

This study explored the participant roles and the cross-sectional and longitudinal relationships between interpersonal behavior characteristics and bullying/victimization. The subjects were 4th and 5th grade children and instruments were the Participant Roles Scale, Self-Report Coping Scale, Teenage Inventory of Social Skills, and Social Anxiety/Avoidance. They were contacted again one year later. In the distribution of participant roles at Time 1, defender of the victim was highest, then outsider; at Time 2 outsider was the highest and then defender. There was a tendency of gender difference in distribution of participant roles only at Time 1. Males were more in the group of reinforcer; females were more in the group of defender and victim. There were high positive correlations among bully/reinforcer/assistant scores. In the concurrent view, children who used approach coping strategies and showed higher social skills were more likely to be defender. Children who had lower social skills and higher social anxiety and social avoidance were more likely to be victim. In the longitudinal view, children who had developed higher social skills were more likely to be defender. Children who had employed less approach coping strategies and had showed lower social skills and higher social avoidance were more likely to be victim.