• Journal of the Korean Home Economics Association
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• v.48 no.10
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• pp.25-35
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• 2010

This study examined the potential mediating mechanisms underlying the association between peer victimization and school adjustment. 521 children in the fifth and sixth grades were recruited from primary schools in Korea. Peer nomination and self-reports were used to measure peer victimization, cognitive representations, and school avoidance. Academic achievement records were obtained from official school records. The findings indicated that peer victimization contributed to school avoidance and academic achievement by different pathways. The association between peer victimization and school avoidance was indirectly mediated by perceptions of the self and peers. In contrast, peer victimization was directly associated with academic achievement.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.425-436
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• 2017

This study was done to explore the correlation among internet game addiction, family functioning, offense experience, victimization experience, possibility of peer violence and to identify factors related the possibility of peer violence. Participants were 789 elementary school students with survey. SPSS/WIN(20.0 version) were used to analyze the collected data. Internet game addiction was negatively correlated family functioning and was positively correlated the offense experience, victimization experience, possibility of peer violence. Multiple regression analysis showed the factors as offense experience of peer violence and relationship with teacher significantly accounted for 63.1% of the possibility of peer violence. In conclusion, it is need to health education for prevention of internet game addiction and breaking offense experience. The activating relationship with teachers are alternative plan that prevent to possibility of peer violence.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.549-569
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• 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 School Psychology
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• v.16 no.3
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• pp.453-470
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• 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 School Psychology
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• v.18 no.2
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• pp.249-267
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• 2021

This study examined how social withdrawal as an individual factor and discrimination as a contextual factor contributed to depression caused by peer victimization among middle school students. Self-reported data of 1,611 students from 86 classrooms in 7 middle schools was analyzed, using multilevel path analysis. The results indicate that peer victimization had a significant partial mediating effect on the relation between social withdrawal and depression at the individual level. Social withdrawal had a direct positive effect on depression as well as an indirect positive effect on depression via high levels of peer victimization. Discrimination also positively predicted peer victimization at the classroom level. Moreover, classroom-level discrimination moderated the individual-level relations between social withdrawal and peer victimization. The relation between social withdrawal and peer victimization was much stronger as the levels of discrimination in the classroom were higher. These findings shed light on the importance of considering both individual and contextual factors when intervening to prevent peer victimization.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.597-609
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• 2017

The aim of this study is to identify factors that the victimization by family violence has influence on peer violence perpetration through the mediation of anxiety and aggression in out-of-school youths. Subjects consist of 169 out-of-school youths in Chungbuk and data are analyzed by regression analysis with 18.0 version. The findings of this study are as follows. First, the victimization by family violence has positive influence on peer violence perpetration. Second, when the mediating effect of anxiety and aggression is tested, aggression only plays a mediating role between family violence victimization and peer violence behavior. On the basis of the results, this study suggest that we make efforts such as prompt intervention for out-of-school youths and their's family after school dropout, the reinforcement of family relationship, family function and youth competency, and the transition of social perception regarding out-of-school youths to decrease family and peer violence.

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

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.25-45
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• 2014

This study examined the moderating role of teacher-child relationship on the relation between children's shyness and peer victimization. Participants were 200 children(97 boys, 103 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed rating scales to measure the children's peer victimization, shyness 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 shyness had a 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' shyness and teacher-child closeness predicted boys' peer victimization. Boys' shyness, whose teachers demonstrated the lowest level of teacher-child closeness, was significantly associated with their peer victimization. Boys' shyness had a significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Results are discussed in terms of the role of teachers to shy boys' peer victimization.

• Korean Journal of Social Welfare Studies
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• v.45 no.2
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• pp.5-30
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• 2014

This study sought to identify developmental trajectories of bullying victimization from late elementary school through early high school, and to examine internalizing and externalizing problem outcomes associated with the trajectory group membership. Data from Seoul Panel Study of Children were collected annually over a 7-year period from 5th grade of elementary school through 2nd grade of high school (2005~2011). Latent class growth analysis yield three trajectory classes corresponding to stable low (81.2%), stable high (3.5%), and declining bullying victimization (15.6%). Findings from analysis of covariance indicated that students in both stable high and declining trajectory groups reported significantly higher means in internalizing behavior (withdrawal, depression/anxiety, and suicide ideation), compared to those in the stable low group. For externalizing behavior such as aggression and juvenile status offense, students in the stable high group showed higher means, compared to those in the stable low and declining trajectory groups. Developmental pattern of bullying victimization over multiple development stages and associated internalizing and externalizing outcomes are discussed as are the implications for the bullying prevention.

• Journal of the Korean Society of Child Welfare
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• no.26
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• pp.87-111
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• 2008

The purpose of this study is to evaluate the actual conditions of peer victimization and to examine how the various factors of school climate influence peer victimization. Analysis on the relationship between various school climate and peer victimization has not been yet dealt with in Korea. Participants in this study were middle school students chosen from 11 middle schools in Seoul, by convenience sampling. A total of 1,204 surveys were then analyzed. Methods for analysis included Frequencies, Descriptives, Pearson's Correlation, Hierarchical Regression. From the result of the analysis, the level of verbal violence came out to be a relatively high form of peer victimization. The hierarchical regression were conducted in two steps. The second model's descriptive variable was higher by 19.6% than the first model. The variables of interaction between teacher and student in peer violence(${\beta}=.130$), of school facility maintenance(${\beta}=.067$), of safety of school environment(${\beta}=.331$), and economic status and sex out of controlled variables were proved to be of significance, and those variables explained 23.0% of the entire model. Based on the results of this study, practical and effective policy solutions to improve the school climate better have been suggested.