• Journal of the Korean Home Economics Association
• /
• v.49 no.6
• /
• pp.1-12
• /
• 2011

This study investigated prevalence rates and differences in social behaviors, psychosocial adjustments, and language ability of preschool children who engaged in bully/victim subgroups: aggressive victims, passive victims, bullies, and non-involved. The participants were 297 preschool children and their teachers in Jeju City. The teachers measured children's peer victimization, social behaviors, and teacher-child relationships. Children's language ability and self-concept were also assessed by individual interview. There were significant differences in social behaviors, psychosocial adjustments, and language ability among the bully/victim subgroups. Aggressive victims included in a high risk group characterized by a high level of aggression, ADHD, peer rejection as well as conflicted relationships with teachers. Moreover, they had limited language ability. The findings highlight behavioral heterogeneity among the bully/victim subgroups in early childhood.

• Child Health Nursing Research
• /
• v.21 no.1
• /
• pp.28-36
• /
• 2015

Purpose: This study was done to provide basic data for education of elementary school students on life-respect and peer bullying prevention. Methods: Participants were 5th and 6th grade elementary school students. Data from the questionnaires of 218 participants were analyzed. Results: 1) The mean score for degree of life-respect was 4.23 (${\pm}0.38$). The types of peer bullying were 'defenders of victims' ($3.19{\pm}0.93$), 'bullies' ($2.04{\pm}0.72$), 'victims' ($1.91{\pm}0.84$), 'bystanders' ($1.79{\pm}0.80$), and 'bully-followers' ($1.66{\pm}0.60$). 2) There was a significant difference in the degree of life-respect according to gender (t=-2.410, p=.017). Likewise, in the degree of peer bullying, among the type of 'bullies' there were significant differences according to grade (t=-2.285, p=.004), and gender (t=3.191, p=.002). Also, among the types of 'bully-followers' there were significant differences according to gender (t=2.053, p=.041), and having a religion or not (t=3.319, p=.001). 3) There was a significant correlation between life-respect and types of peer bullying. Conclusion: The results of this study provide helps for more effective provision of educational programs regarding life-respect and peer bullying.

• Korean Journal of School Psychology
• /
• v.16 no.3
• /
• pp.453-470
• /
• 2019

This study aimed to investigate how teacher's attitude toward violence affect students who experienced bullying victim in their role in making peer-to-peer violence deepen, and how students who experienced the bullying victim react to show aggression, and the aggression is blocked by teacher's attitude toward violence, resulting in decrease of doing the bystander's negative behavior. By conducing this study, this study ultimately aimed to ensure that the teacher's attitude toward violence is very important in preventing peer bullying in the classroom. To achieve this aims, this study conducted a survey of 820 fourth, fifth and sixth graders in 40 classes at 10 elementary schools and limited only 365 of the respondents who reported experiencing peer bullying victim. This study utilized the structural equation modeling method to analyze the data. The results were as follows. First, it showed that the lower the bystander's negative behavior in victims who experienced peer bullying, and the lower the responsive aggression reacted from the peer bullying, when the teacher shows an unacceptable attitude toward violence. Teacher's attitude toward violence also appears to affect peer bystander's negative behavior by mediating peer bullying victim's reactive aggression, indicating that the teacher's attitude toward classroom violence may reduce the aggression of students from the experience of victimization, and consequently prevent the classroom from becoming more leprosy by reducing peer bullying.

• Korean Journal of Child Studies
• /
• v.23 no.5
• /
• pp.139-151
• /
• 2002

This study explored the conditions of daily hassles and the relations between daily hassles, bullying, and victimization by grade and gender. Data were collected from 530 1st-6th grade children through questionnaires. The extent of stress, bullying, and victimization of children differed by grade and gender. Males reported higher parent-, study-, and friend-related stress than females. Bullying and victimization were highly related to each other. Most bullying appeared in 3rd-6th grade children while most victimization occurred in 1st-2nd grade children. Most bully/victims were in 5th-6th grade children. More females than males were not-involved and victimized. More males than females were bullies and bully/victims. Bullies, victims, bully/victims, and not-involved children experienced different degrees of daily hassles.

• (The) Korean Journal of Educational Psychology
• /
• v.32 no.3
• /
• pp.549-569
• /
• 2018

The purpose of this study is to examine the relationship between peer rejection and victimization among schoolchildren and to test whether conflict norms in the classroom moderated this relationship. The analysis used the third year data derived from ClassNet research (Park, et al., 2017) supported by the National Research Foundation of Korea. The sample comprised fourth-grade through sixth-grade students in 52 classrooms of 7 elementary schools in South Korea (N = 1194). A series of multi-level analyses were performed to fulfill the study's purpose using variables obtained by peer nomination, such as social rejection, victimization, bullying perpetration, and teacher-student conflict. The results found that boys experienced more victimization than girls and peer rejection significantly increased victimization. Furthermore, conflict norms in the classroom moderated the relationship between peer rejection and victimization. Peer rejection significantly increased the extent of victimization in classrooms with relatively high levels of conflict norms. The study concludes with a discussion on the significance of conflict norms and the educational implications of the results with a focus on ways that teachers can facilitate healthier classroom environments.

• Korean Journal of Child Studies
• /
• v.22 no.3
• /
• pp.49-61
• /
• 2001

This study explored concurrent and prospective relationships of the coping strategies of 4th and 6th grade children in peer conflict focusing on bullying, victim, and prosocial behavior. Instruments were the Self-Report Coping Scale and the Peer Relations Questionnaire. Concurrent results of Study I showed children using more avoidance and fewer approach strategies were more likely to bullies or victims; and children using fewer avoidance and more approach coping strategies were more likely to be prosocial children. Externalizing best explained bullies and victims; seeking social support best explained prosocial children. Prospective results of Study II showed children using more externalizing and fewer problem solving were more likely to be bullies; and children employing internalizing and externalizing were more likely to be victims; and children using more seeking social support were more likely to be prosocial children. It was also found that externalizing at Time I best predicted bullies, internalizing best predicted victims, and seeking social support best predicted prosocial children.

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

• Korean Journal of Child Studies
• /
• v.29 no.4
• /
• pp.213-229
• /
• 2008

This study focused on bullying experiences of students in elementary school by examination of differences in characteristics such as depression, school attachment, and aggression according to types of bullying experiences. The process of change of bullying behaviors of victimized children was analyzed through structural equation modeling. Data of the 2004-2006 Seoul Panel Study of Children(SPSC) were used for analysis. Subjects were 1,811 students from 11 elementary schools in the Seoul area. Results showed that the bully/victim group had the most negative characteristics and the bullying behaviors of victimized children increased two years after they were bullied, through increase of aggression followed by increase of depression and decrease of school attachment.

• Korean Journal of Child Studies
• /
• v.24 no.2
• /
• pp.79-92
• /
• 2003

Data were collected from teacher reports and from 529 1st to 6th grade students through questionnaires. Bullying was higher among boys than girls. Victimization was higher in 2nd, 3rd, 4th and 6th grade boys than girls. Acting out was highest in 2nd graders and lowest in 3rd graders. Shy-anxiousness was highest in 4th and 6th graders and lowest in 1st and 3rd graders. Learning problems were lowest among 3rd graders. Competencies were higher in 1st and 2nd grades. Boys had more problem behaviors; girls showed better competencies. Bullying was positively related to acting out, and negatively related to frustration tolerance and task orientation. Victimization was positively related to shy-anxiousness and learning problems, and negatively related to frustration tolerance, assertive social skills and task orientation.

• Korean Journal of Child Studies
• /
• v.23 no.3
• /
• pp.1-15
• /
• 2002

The subjects of this study were 4th to 6th grade children and instruments were the Teenage Inventory of Social Skills, the Internal-External Control Scale, the Self-Esteem Scale, and the Peer Relations Questionnaire. In the concurrent study, children lower in social skills and in self-esteem and external in locus of control reported more bullying and victimization. Children higher in social skills and in self-esteem and internal in locus of control reported more prosocial behavior. In the prospective study, children lower in social skills were more involved in bullying and victimization. Children higher in social skills reported more prosocial behavior. The effects of locus of control and self-esteem on peer relations diminished over time. However, social skills had a significant influence on bullying, victimization and prosocial behavior up to two years later. Children lower in psychosocial development were more vulnerable to peer victimization.