• 한국콘텐츠학회논문지
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• 제19권12호
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• pp.460-470
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• 2019

본 연구에서는 대학생들을 대상으로 사이버 괴롭힘 예방 교육의 효과를 알아보고자 하였다. 연구는 대학생 64명을 대상으로 실시하였으며, 참가자들은 실험 집단 또는 비교 집단에 무선 할당되었다. 실험 집단(n = 33)은 사이버 괴롭힘 대처 전략을 포함한 예방 교육을 받았고, 비교 집단(n = 31)은 일반적인 사이버 괴롭힘에 대해 교육받았다. 교육의 효과를 확인하기 위해 기본정서 척도, 무력감 척도, 유능감 척도를 사용하였다. 연구결과, 실험 집단과 비교 집단 모두 교육 전보다 교육 후에 기본정서에서의 부적정서와 무력감이 감소하였다. 비교 집단은 교육 전·후 유능감에서 유의한 차이를 보이지 않았으나, 실험 집단은 교육을 받은 후 유능감이 유의하게 증가하였다. 다음의 결과는 사이버 괴롭힘 피해 예방 교육에 사이버 괴롭힘에 대한 정보를 제공하는 것 이상으로 대처 전략을 포함시키는 것이 유능감을 증가시키는데 효과적임을 시사한다. 마지막으로 본 연구의 의의와 제한점 후속 연구를 위한 제언을 논의하였다.

• 대한가정학회지
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• 제49권6호
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• pp.1-12
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• 2011

본 연구는 유아를 대상으로 또래 괴롭힘에 관련된 네 집단을 공격적 피해, 수동적 피해 및 가해 유아로 구분하여 각 집단의 분포와 심리사회적 특성 및 언어능력을 살펴보았다. 연구대상은 4, 5세 남녀 유아 297명이다. 교사를 통해서 또래 괴롭힘과 사회적 행동 특성 및 교사-유아관계를 측정하였으며, 유아 면접법을 사용하여 언어능력과 자아 개념을 측정하였다. 연구결과를 보면 하위 집단 별로 선행연구와 유사한 심리사회적 특성을 보였으며 이는 유아기 또래 괴롭힘에 개입된 하위 집단의 이질적인 특성을 보여준다.

• 한국산학기술학회논문지
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• 제19권9호
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• pp.166-173
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• 2018

본 연구는 종합병원에 근무하는 간호사를 대상으로 직장 내 집단약자 괴롭힘, 사회적 지지가 이직의도에 미치는 영향을 확인하는데 목적이 있다. 자료 수집은 충청북도의 종합병원에서 간호사 133명을 대상으로 하였다. 자료는 2016년 11월 1일부터 12월 25일까지 자가 보고식의 구조화된 설문지로 수집하였다. 수집된 자료는 SPSS WIN 20.0을 이용하여 ANOVA, t-test, Pearson' correlation coefficients, multiple regression으로 분석하였다. 연구결과, 간호사의 직장 내 집단약자 괴롭힘은 1.46점(4점 만점), 사회적 지지는 3.55점(5점 만점), 이직의도는 3.30점(5점 만점)이었다. 상관관계에서 이직의도와 직장 내 집단약자 괴롭힘(r=.218, p=.012)은 유의한 양의 상관관계가 있었지만, 이직의도와 사회적 지지(r=-.363, p<.001)는 유의한 음의 상관관계가 있었다. 또한 이직의도에 영향을 미치는 요인은 교육(${\beta}=.-.268$, p<.009), 임상경력(${\beta}=.706$, p<.001), 직장 내 집단약자 괴롭힘(${\beta}=.183$, p<.036)으로 나타났다. 본 연구 결과를 토대로, 간호사의 이직의도를 감소시키기 위해서, 직장 내 집단약자 괴롭힘의 중요성을 인지하고, 직장 내 집단약자 괴롭힘을 감소시킬 수 있는 프로그램을 개발 및 적용할 필요가 있다.

• 아동학회지
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• 제32권3호
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• pp.19-41
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• 2011

This paper was an examination of gender-specific behaviors in children and the types of bullying behavior among 1,181 fifth and sixth grade elementary schools student identified were then classified. Differences were identified in individual variables, family variables, and school variables. The data thus collected were subjected to descriptive and comparative statistical analysis using the SPSS software program. Our results showed that multiple discriminant analysis yielded a function of individual, family and school variables that proved effective in classifying bully, reinforcer, assistant, victim, outsider and defender types in boys. In girls, multiple discriminant analysis yielded a function of individual variables that was effective in classifying bully, reinforcer, assistant, victim, outsider and defender types.

• 가정과삶의질연구
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• 제22권1호
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• pp.45-54
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• 2004

To examine group differences among four groups divided by asgression/victimization status, 655 4th graders living in Seoul reported their perceptions of peer aggression, peer victimization, personality traits, parent attachment, and their parents' marital conflict. Peers of the subjects also reported their perceptions of peer aggression and peer victimization. Based on the scores of peer aggression and peer victimization, each child was classified into one of the four groups: nonvictimized aggressors, aggressive victims, passive victims, and normative contrasts. For boys, nonvictimized aggressors were more sociable/active than both aggressive and passive victims. Aggressive victims were more shy/emotional than nonvictimized aggressors and normative contrasts, and were exposed to the highest parental marital conflict. For girls, passive victims were the least sociable/active among the four groups, and showed lower attachment to fathers than normative contrasts. Both aggressive and passive victims were more shy/emotional than nonvictimized aggressors and normative contrasts, and normative contrasts were exposed to the lowest parental marital conflict.

• 아동학회지
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• 제29권5호
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• pp.215-226
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• 2008

The purpose of this study was to identify dangerous routes by which the experience of victimization leads to bullying behavior and to clarify the intrapersonal moderating variables which control the routes. Subjects were 1,086 students of elementary and middle schools in Seoul and Gyeonggi Province. Data were analyzed by simple regression analysis and multiple moderating regression analysis. The major findings of this study were that (1) the experience of victimization was an important factor predicting bullying behavior; and (2) self esteem and internal locus of control were moderating variables between the experience of victimization and bullying behavior. This study provides effective information to protect students from bullying by finding some moderating variables.

• 아동학회지
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• 제22권2호
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• pp.167-180
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• 2001

With 338 fifth-grade students as subjects, this study examined variations in the relation between school bullying and rejection or acceptance by peers as a function of gender and types of aggression. Results showed that the more a boy bullied other children, the more likely he was to be rejected by peers. The more a girl bullied other children, the more likely she was to be accepted by peers. Girls' aggressive behaviors also contributed to their acceptance by peers. When levels of physical and relational aggression were kept constant, verbal aggression was positively related to peer rejection for boys but negatively related for girls. The use of relational aggression contributed to peer rejection only for girls. The findings provide preliminary bases for understanding bullying. Implications of the gender differences are discussed.

• 한국산업간호협회지
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• 제14권2호통권51호
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• pp.16-21
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• 2007

• 아동학회지
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• 제26권2호
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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.

• 한국생활과학회지
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• 제16권6호
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• pp.1107-1118
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• 2007

This study explored the consistency of bullying, victimization and aggressive victimization, the relationships between bullying, victimization and aggressive victimization and overt/relational aggression, and the relationships between bullying groups and overt/relational aggression with gender. The subjects were 4th grade children and 2 years later they were contacted again. Instruments were the Bully-Behavior Scale, the Peer-Victimization Scale and the Peer Nomination Instrument. Bullying, victimization and aggressive victimization were decreased while there were consistencies in overt and relational aggression from 4th to 6th grade. In the correlation analysis, male victims at Time 1 were negatively related to overt and relational aggression at both Time 1 and Time 2. Female bullies were positively related to relational aggression at both Time 1 and Time 2. In the cross-sectional relations of overt aggression with bullying groups, there was a gender difference. In the relational aggression with bullying groups, only bullying groups had a significant difference. In the longitudinal relations of overt aggression with bullying groups, only gender had a significant difference. Males appeared to be more overtly aggressive than females. In the relational aggression, bullying groups, gender, and the interaction between bullying groups and gender had significant differences. Female bullies were more likely to be relationally aggressive than other groups.