• Korean Journal of Culture and Social Issue
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• v.13 no.1
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• pp.1-41
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• 2007

This study examines factors that influence delinquent behavior among Korean adolescents using longitudinal analysis. A total of 1,012 students completed a questionnaire when they were Grade 6 and 739 students completed a follow-up questionnaire when they became Grade 9. Results of multiple regression analysis indicate that the following variables predicted delinquent behavior of Grade 9 students: Bullying, previous delinquency, experience of punishment, victimization, social efficacy, and moral disengagement. The above six variables have direct and mediating influence of delinquent behavior. Relational factors also influenced delinquent behavior. Social exclusion from friends reduce social efficacy, which increases victimization and which in turn increases bullying, leading to greater delinquency. Parental rejection, social exclusion from friends and hostility from teachers increase moral disengagement, which increases bullying, leading to delinquency. Low academic achievement increases the likelihood of being punished, which increases bullying, leading to delinquency. The results indicate that moral disengagement and social efficacy are mediating factors of delinquency and negative life-events (i.e., social exclusion from friends, rejection from teachers, hostility from parents and low academic achievement) increase the likelihood that Korean adolescents will engage in delinquent behavior. Implications of the results for future research are discussed.

• Proceedings of the Korea Contents Association Conference
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• 2013.05a
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• pp.189-190
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• 2013

최근 몇 년 사이 학교폭력의 피해학생들의 자살하는 사건들이 발생하였는데 이러한 자살사건들로 인하여 학교폭력에 대한 우리사회의 관심이 그 어느 때 보다 높다고 할 수 있다. 작년 한 해에는 대구에서 학교폭력 피해가 의심되는 이유로 투신자살한 이후 대전, 광주 등에서 자살하는 사건이 연속적으로 발생하였다. 학교폭력의 피해자들은 가해자들로부터의 벗어나고 싶은 심정으로 극단적인 선택을 하게 되는 것이다. 이러한 청소년 비행이나 청소년 범죄에 관련된 문제 중에서 학교폭력이 가장 큰 비중을 차지하고 수많은 연구에서 다루어지고 있으나 학교폭력에 대한 문제해결의 기미는 보이지 않고 있다. 이에 경찰청에서는 학교폭력 근절을 위한 특별 TF팀을 구성하여 "위해의 사전 예방 제거"에 중점을 둔 근절대책을 추진할 것을 논의하였다. 하지만 한정된 경찰인력만으로는 학교폭력 문제에만 집중할 수 없는 것이 현실정이다. 본 연구는 학교폭력에 대한 이론적 배경을 검토하고, 학교폭력의 현상과 예방프로그램, 학교폭력에 대한 가해 및 피해학생의 선도프로그램의 운영 방안에 대해 살펴보고, 그에 따른 경찰의 역할에 논하고자 한다.

• Journal of Digital Convergence
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• v.15 no.9
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• pp.47-54
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• 2017

This study aimed to identify variables related to violence affecting adolescents' depression. For this study, 1011 adolescents were surveyed in D city of Korea. Major results were as follows. First, it was found out that adolescents' depression was significantly different depending on gender, academic achievement, family income level, school level. Second, depression, domestic violences, school violence victimizations and bullying behaviors were positively correlated. Third, As a hierarchical regression analysis, it was found that the explanatory power of domestic violence and school violence were significant for both male and female adolescents. And the explanatory power of domestic violence was higher than school violence. Lastly, based on these results, the ways to reduce adolescents' depression were discussed.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.236-247
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• 2013

This study examines the impact of school violence on South Korean students' psychological well-being. The research is designed to analyze how different types of experiences of school violence-victim, perpetrator, victim-perpetrator, and non-involvement-influence students' suicidal impulse and sense of happiness. Empirical data was gained from a national-scale survey conducted by Social Development Research Institute at Yonsei University in 2013, and was analyzed using binary logistic and multiple regression methods. Findings suggest that any types of experiences of school violence had significant effect on suicidal impulse. In particular, the likelihood of victim-perpetrator to experience suicidal impulse was 7.1 times stronger than non-involvement. However, the effect of experiences of school violence on students' sense of happiness was insignificant. While the impact of school violence on sense of happiness among victims and victim-perpetrators was significant, its impact among perpetrators proved insignificant. Rather, stress factor-in particular, stress from peers-had more significant impact on the level of students' happiness. This study contributes to understanding the multiple effect of school violence by examining both negative and positive dimensions of psychological well-being.

• Korean Journal of Social Welfare Studies
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• v.47 no.1
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• pp.5-27
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• 2016

The purpose of this study is to 1) investigate the prevalence rate of the abuse of parents by their teenage children and the effect of child abuse on parent abuse, 2) examine moderating effect of positive friend relationships on violence toward parents, and 3) provide the implication to the adolescent-to-parent abuse. In order to accomplish these purposes, a total of 1,601 who are middle and high school students in Seoul and Gyeonggi province were utilized. Data were analyzed by frequency analysis, and Poisson regression model analysis with SPSS 21.0. The main results of this study are as follows. Frist, prevalence of parent abuse were 12.8%. Second, 40.6% of adolescents have childhood experience of abuse, and this experience has significant relationships with perpetrating behavior toward parents. Lastly, adolescents' positive relationships with friends play an important role in moderating parent abuse. These findings suggest that there is a strong need to formulate the multilateral approaching system to the parent who are victims of abuse and perpetrating adolescents in order to understand the characteristics adolescent-to-parent violence problems and intervene effectively in diverse systems. Political and practical implications on parent abuse preventive programs and coping strategies are discussed.

• Korean Journal of Culture and Social Issue
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• v.8 no.2
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• pp.1-15
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• 2002

The present study investigated gender differences of dating violence among adolescents and related variables, and examined the difference in trait anger and anger expression between those who have inflicted dating violence and those who have not. Results indicated that female adolescents(41.9%) reported experience of inflicting dating violence more frequently than male adolescents(29.1%) did. The girls were more positive toward violence than the boys, while the boys were more expressing aggression at school than the girls were. Adolescents who had inflicted violence toward their dating partners had singificantly higher frait anger and anger-out than adolescents who had not. Logistic regression analysis indicated that father to mother violence, community violence, trait anger, and recipient of dating violence are predictors of dating violence for male, while father to mother violence, community violence, history of violence, and recipient of dating violence are predictors for female.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.95-111
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• 2016

This study investigated the descriptive statistics and correlation among self-identity, school violence experience, and family social capital of adolescents and examined influence of school violence experience on self-identity and moderating effect of family social capital on the relationship between school violence experience and self-identity. Data used for analysis was from 7th grade students in The Korean Children and Youth Panel Survey in 2012. Analyses were performed using the IBM SPSS program for demographic analysis, pearson correlation, and stepwise regression analyses. Results of the study were as follows: First, the average was slightly higher for self-identity, parents' affectionate attention, and awareness of their child's friends; the average was lower for misconduct experience and victimization experience; second, there was a weak negative correlation between self-identity and bully victimization; there was a positive correlation between self-identity and family social capital (parents' affectionate attention and awareness of their child's friends). Third, to investigate the effect of school violence experience (bullying and bully victimization) on self-identity, stepwise regression analysis results were as follows: Bullying had a statistically positive influence on self-identity and bully victimization had a statistically negative influence on self-identity; both parents' affectionate attention and awareness of their child's friends had a statistically positive influence on self-identity; fourth, parents' affectionate attention had a statistically negative moderating effect on the self-identity; therefore, it signifies that the relationship between bully victimization and self-identity appears differently depending on the parents' affectionate attention, which means that the parents' affectionate attention had a negative effect on the self-identity of the adolescents who were victimized by school violence.

• Journal of Families and Better Life
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• v.32 no.5
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• pp.163-178
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• 2014

The purpose of this study is to validate the mediating effects of anger expression types for anxiety on the violent behaviors of adolescent school violence offenders. For the purpose of this study, 114 adolescent school violence offenders and 178 general youths were selected. Through the structural equation model, the mediating effects of anger expression types that are manifested in the path of violent acts of adolescent school violence offenders and general youths are verified. The major findings of this study are as follows. First, for both groups, the same path of violent behavior through anger-in and anger-out was followed: youths repress anger when they have higher anxiety, and when too much anger is repressed, anger-out increases, which results in more violent behaviors. Second, the level of anxiety of adolescent school violence offenders has direct effect on the responsive violent behaviors while the level of anxiety of general youths does not have direct effect on violent behaviors. Third, although the anxiety of adolescent school violence offenders may increase violent behaviors through the paths of acting-in and acting-out, violent behaviors can be reduced by reducing anger-out. Therefore, to reduce the violent behaviors of adolescent school violence offenders, intervention is needed for those who repress their anger due to anxiety; professional education is also required for adolescent school violence offenders to help them control their anger.

• 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.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.99-130
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• 2018

The purpose of this study was to examine the longitudinal relationship between resilience and social support of school violence exposure types including school bullying, victimization, and dual experience. The study used data obtained from the third year (2012) of the Seoul Education Longitudinal Study of 1,137 elementary school students in grade 6 who reported experiencing school violence. The results of the autoregressive cross-lagged model are as follows. First, as a result of measuring the self-regression coefficients of resilience and social support of the youth exposed to school violence at 3 time points (2012, 2014, and 2016), it was found for all types of violence that resilience and social support at the previous time point showed a signigicant positive effect on the same variable at the next time point. Second, in the case of the cross-lagged effects of resilience and social support, the effect of previous social support on resilience at the next time point was statistically significant for the victimization group, but not for the bullying or dual experience groups. Third, considering the opposite path from resilience to social support, resilience at the previous time point had a significant influence on the social support at the next time point for both the bullying and victimization groups. This result is new and can be complementary to the cross-sectional studies so far using a longitudinal view. The results of this study suggest that the bullying and victimized students who are relatively more resilient are less likely to perceive social support than those who are not resilient. Finally, we discuss the longitudinal relationship between resilience and social support, the limitations of this study, and implications for future research.