• Korean Journal of School Psychology
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• v.16 no.1
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• pp.17-38
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• 2019

This study was conducted to identify the relationship between child abuse and school violence and whether aggression and depression have any mediating effects on this relationship. This study analyzed the responses of 1,937 eighth grade students. The main results of this study were as follows. First, child abuse was positively correlated with school violence aggression and school violence victimization. Second, aggression and depression mediated the effect of child abuse on aggression and victimization, respectively. Third, aggression mediated the effect of child abuse on victimization. Fourth, although there was a reciprocal causal relationship between aggression and victimization, school violence victims who were abused by their parents were less likely to be the perpetrators of violence themselves. These findings have implications regarding the use of counseling intervention to prevent violence in schools.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.4
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• pp.353-361
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• 2018

This study aimed to examine the effects of rejection sensitivity on depression and anxiety, and the moderating effects of school violence victimization experiences on the relationships between rejection sensitivity and both anxiety and depression. Based on the results, we suggested a method of screening soldiers at high risk of depression and anxiety and interventions for their psychological adaptation. The data about anxiety, depression, rejection sensitivity, and school violence victimization experiences was collected from 126 airmen in S city, South Korea. To test the moderation effects, multiple regression analyses were conducted in which the rejection sensitivity, anxiety, school violence victimization experiences and their interaction terms were hierarchically entered. The moderation of school violence victimization experiences was found in the relationship between rejection sensitivity and school violence victimization experiences. The specific interaction patterns in each of these significant interaction effects were examined. Finally, the importance of school violence victimization experiences as a high-risk factor in army life and the clinical implication of these findings were discussed.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.203-210
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• 2022

In this study, we tried to examine the longitudinal mediating effects of school violence damage experience and aggression in the relationship between child maltreatment experiences and school bullying experiences. For the analysis data for this purpose, the 3rd, 5th, 6th, and 7th data of the Korean Children and Youth panel data of the Korea Youth Policy Research Institute were used. A total of 1,813 data were analyzed using the statistical program SPSS 26.0 and Amos 26.0 version as a multivariate latent growth model. As a result of the analysis, it was possible to confirm the mediating effects of school violence victimization experiences and aggression. These results suggest that multilateral efforts are needed to lower the level of maltreatment, school violence victimization, and aggression that affect the school bullying experiences. Based on the results of this analysis, this study specifically suggested practical measures to prevent adolescents' maltreatment experiences from being reproduced as school bullying experiences.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.621-631
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• 2021

This study examines the effect of adolescents' experiences of school violence on complex post-traumatic stress disorder(cPTSD) and the moderating effect of self-esteem on this relationship. For this purpose, the data surveyed on 291 adolescents was used in the study, and the research model was verified through moderated regression analysis. The results are as follows: Experience of school violence and self-esteem had a significant effect on cPTSD. It was confirmed that self-esteem had moderated an effect of the experience of school violence on cPTSD. Even if the level of experiences of school violence was the same, high self-esteem could reduce the cPTSD. Based on the results of the study, methods to reduce the problem of school violence among adolescents and the cPTSD caused by it were suggested.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.37-44
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• 2016

This study aimed to investigate the mediating effect of perception of human rights victimization between school violence victimization and self-esteem of adolescents. For this study, 554 adolescents were surveyed at B county of Korea from September to November in 2015. Main results of this study were as follows. First, it was found out that school violence victimization was significantly different depending on school level. And perception of human rights victimization was significantly different depending on regions. But self-esteem was not. Second, school violence victimization and human rights victimization were positively correlated. And school violence victimization and self-esteem were negatively correlated. Third, perception of human rights victimization was perfectly mediated between school violence victimization and self-esteem of adolescents. Lastly, policy implications for the students with lower self-esteem due to school violence victimization were suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.146-156
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• 2017

The purpose of this study is to examine the mental health of and the mediation effect of resilience on the mental health of the victims of school violence. The subjects are 509 junior high school students in 8th grade from J city who experienced school violence. The data collected were analyzed through frequency, percentage, correlation and mediated regression analyses and the Sobel test. The results confirmed that the male students had experienced school violence to a greater extent than the female ones, but the latter's mental health was worse than that of the former. The result of the mediated regression analysis showed the fully mediated effect of resilience on the mental health of both male and female victims of school violence. According to these findings, intervention strategies that focus on increasing the resilience of school violence victims are suggested.

• Korean Journal of Culture and Social Issue
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• v.24 no.1
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• pp.1-27
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• 2018

The purpose of this study was to identify the persistent and dynamic association between bullying and victimization. Gender differences in patterns of school bullying was hypothesized based on the literature. Analysis were based on waves 3-6 of the Korea Children and Youth Panel Survey, a nationally representative data of primary and secondary school students in South Korea (N = 1,881). Autoregressive cross-lagged model was employed to identify the reciprocal association between bullying and victimization in longitudinal data. As hypothesized, regardless of gender, lagged effects were statistically significant between each time points such that current bullying caused future bullying and current victimization led to future victimization. However, there was no cross-lagged effects of current victimization on future bullying nor current perpetration on future victimization for both male and female youth. Findings from this study may have implications for designing policies against school bulling. Not only is short-term intervention for handling immediate psycho-social maladjustment important, but so are long-term plans that prevent youth from falling into continued perpetration and victimization in the system of school bullying.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.137-153
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• 2013

The purpose of this study was to research the influence of experienced school violence as a victim on the coping behavior of adolescents and to investigate moderating effects of self regulatory ability which are the desirable coping behaviors as protection factor for adolescents who experienced as victim by school violence. The subjects of this study were 319 students from year 1 to year 3 of total 6 middle schools who experienced school violence as a victim in Daegu and the research tool is questionnaires which are consist of general characteristics of the subjects, experience of school violence scale, self regulatory ability scale, family healthy scale and coping behavior scale. In order to analyze the data of the study, factor analysis, relational regression, linear regression analysis and moderated multiple regressions were used. The main results of this study were as following. First, there was significant correlation between the adolescents who experienced school violence, self regulatory ability and the coping behaviors. Second, adolescents who experienced school violence as victim act more aggressive coping behavior than other coping behavior. Third, while experience of school violence as victim influence adolescents' coping behaviors, it was found that self regulatory ability affect role in the regulation. cognitive self regulatory ability are in charge of controlling the aggressive coping behaviors.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.446-464
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• 2021

The purpose of this study is to verify the multi-mediated effects of human rights sensitivity and peer-coordination in the relationship between teenagers' school violence experience and cyberbullying in order to find alternatives to prevent cyberbullying as teenagers increase their use of smartphones. In order to achieve this research goal, four middle schools were selected by the education office located in downtown Busan and analyzed on 908 middle school students. The results of the study are as follows. First, school violence experiences have been shown to affect cyberbullying. Second, the experience of abuse and neglect during school violence affected human rights sensitivity, but the experience of damage did not affect human rights sensitivity. Third, among school violence experiences, the experience of damage and abuse influenced peer co-operation, but the experience of sitting on the sidelines did not affect peer co-operation. Fourth, human rights sensitivity affected cyberbullying. Fifth, peer groupings affected cyberbullying. Sixth, human rights sensitivity influenced peer-reaction. Seventh, among human rights sensitivities, bystander experience and cyberbullying were found to be mediating bystander experience and cyberbullying, but the damage experience and abuse experience did not have a mediating effect in human rights sensitization and cyberbullying. Eighth, peer cooperation was found to be mediating cyberbullying, but there was no mediating effect between on-the- sidelines experience and cyberbullying. Ninth, human rights sensitivity and peer creation are shown to mediate the relationship between on-the- sidelines experience and cyberbullying sequentially. However, human rights sensitivity and peer creation did not mediate cyberbullying sequentially between the experience of damage and the experience of perpetration. The implications of this study were to verify the effects of teenagers' school violence damage experience, abuse experience, and bystander experience on cyberbullying, and multiple interventions of human rights sensitivity and peer group.

• Survey Research
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• v.18 no.2
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• pp.67-98
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• 2017

The purposes of this study are to identify the latent classes of school violence depending on bullying and victimized experience by type and the influences of individual-level and school-level variables on determining these latent profiles. For these research goals, the present study utilized data from the Seoul Education Longitudinal Study(SELS) 5th wave, containing data from 2,195 middle school students who experienced school violences more than once. Multilevel latent profile models were applied to examine school violence among students. Our results indicated that there were four latent classes; high-level bullying and victimized group (1.7%), mainly bullying group(2.1%), mainly victimized group(3.7%), verbal bullying and victimized group(92.5%). Gender, resilience, self-control, peer relationship, parental relationship were significant determinants of the latent profiles at student level. Teacher-student relationships, school violence prevention, gender ratio of school were significant determinants of the latent profiles at school level. The present study contributed to extending theoretical discussions by classifying students into groups based on frequency and different forms of bullying and victimization. Moreover, this study examined determinants of student and school level simultaneously by dealing with multilevel data.