• Journal of Korean Clinical Nursing Research
• /
• v.27 no.1
• /
• pp.23-34
• /
• 2021

Purpose: The purpose of this study is to examine the mediating effect of professional quality of life among hospital nurses in the effects of workplace bullying, social support and resilience on retention intention. Methods: A descriptive and cross-sectional study was conducted on 414 hospital nurses who worked for at least two months at a general hospital in the Seoul metropolitan area. The data were analyzed using IBM SPSS 23.0/AMOS 22.0 programs and employed reliability verification, descriptive statistics include frequency analysis, confirmatory factor analysis, structural equation modeling, and bootstrapping. Results: As a result of the study's structural modeling verification, workplace bullying had a negative effect, social support had a positive effect, resilience had a positive effect on professional quality of life, and professional quality of life had a positive effect on retention intention. Also, workplace bullying, social support, and resilience did not directly impact on retention intention. However, the professional quality of life had a complete mediating effect in the relationships between workplace bullying, social support, resilience and retention intention. The study results verified the mediating effect of professional quality of life affecting the retention intention. Conclusion: In order to improve professional quality of life and retention intention, strategies to prevent workplace bullying and promote social support and resilience are needed.

• The Journal of the Korea Contents Association
• /
• v.19 no.6
• /
• pp.10-23
• /
• 2019

Although social big data can provide a multi-faceted perspective on school bullying experiences among children and adolescents, the complexity and variety of unstructured text presents a challenge for systematic collection and analysis of the data. Development of an ontology, which identifies key terms and their intricate relationships, is crucial for extracting key concepts and effectively collecting data. The current study elaborated on the definition of an ontology, carefully described the 7 stage development process, and applied the ontology for collecting and analyzing school bullying social big data. As a result, approximately 2,400 key terms were extracted in top-, middle-, and lower-level categories, concerning domains of participants, causes, types, location, region, and intervention. The study contributes to the literature by explaining the ontology development process and proposing a novel alternative research model that uses social big data in school bullying research. Findings from this ontology study may provide a basis for social big data research. Practical implications of this study lie in not only helping to understand the experience of school bullying participants, but also in offering a macro perspective on school bullying as a social phenomenon.

• Journal of Fisheries and Marine Sciences Education
• /
• v.20 no.1
• /
• pp.46-57
• /
• 2008

In an attempt to help improve school bullying victims' self-esteem and interpersonal skills, this study explored the effects of a cognitive-behavioral group counselling program on the victims. The subjects of this study were six middle school female students who were identified as bullying victims by their teachers. They had T-scores of 65 or more on one or more scales in the MMPI-A. The cognitive-behavioral group counselling program was developed to improve their self-esteem and interpersonal skills and was administered twice a week from November 28 to December 30, 2005, totalling ten occasions. Major findings of the study include the following: First, there was a significant difference in self-esteem between pre- and post-tests. All the scores on six tests given on a period-by-period basis showed significant changes at the significance level of 0.1%. Secondly, there was a significant difference in interpersonal skills between pre- and post-tests at the level of 5%. All the scores on six tests given on a period-by-period basis also showed significant changes at the significance level of 0.1%. These findings demonstrate that cognitive-behavioral group counselling is effective in improving school bullying victims' self-esteem and interpersonal skills.

• Human Ecology Research
• /
• v.57 no.3
• /
• pp.419-430
• /
• 2019

This study examined the influences of middle school students' affective empathy and guilt-proneness on defending behavior against bullying and investigated if class climate (teacher support and student support) had moderating effects. The participants consisted of 163 second to third grade students (77 boys and 86 girls) in Seoul and Gyeonggi-do. The data were analyzed with descriptive statistics, Pearson's correlation, and hierarchical regression. Moderating effects were examined using multiple regression analysis. The results of this study indicated that guilt-proneness, teacher support, and student support had significant effects on the defending behavior of middle school students. The higher the level of guilt-proneness, the higher the level of defending behavior. Defending behavior was also higher when students perceived a belongingness to a classroom where their teacher and students provided support. However, affective empathy had no effect on defending behavior. Second, teacher support moderated the relation between guilt-proneness and defending behavior. The effects of guilt-proneness on defending behavior against bullying were greater when teacher support was high compared to low. The results suggested that guilt-proneness and classroom climate play important roles in increasing defending behavior in middle school students. Some implications for future research were also discussed.

• Journal of the Korean Home Economics Association
• /
• v.44 no.4 s.218
• /
• pp.101-109
• /
• 2006

This study investigated the relation of individual characteristics and peer bullying/victimization as experienced by middle school first-grade children. The major findings of the research were as follows; First, adolescents perceived lower 'appearance', and 'cognitive ability' scores than the medium. Second, aggression was the most significant factor affecting the direct and relational bullying, while withdrawal was the main significant factor affecting the direct and relational victimization in the children. In conclusion, there was a significant gender difference in the peer bullying/victimization.

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

• Korean Journal of Social Welfare
• /
• v.63 no.1
• /
• pp.241-266
• /
• 2011

This study aimed to examine the relationship between students' power types and the roles taken by students in school bullying situation. Four types of power relationship were identified by crossing two dimensions of power relationships among students, which are 'possibility of power acquisition,' and 'need for power acquision.' Salmivalli et al.'s(1996) six particpatants' roles taken by individual student were employed as possible roles for students in school bullying situations. Samples of 1822 cases were analyzed to test the relationships. Results showed that control type youth tend to be bullies, assistants of the bullies, or reinforcers of the bullies; both the followers of bullies and the recluse type youth tend to be victims. Surprisingly influential youth did not take any vivid roles in school bullying situations. Implications as well as suggestions were presented.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.23 no.2
• /
• pp.69-75
• /
• 2012

Objectives : The current study was conducted in order to investigate teachers' recognition of school bullying using a nationwide database of adolescents in middle and high school in Korea. Methods : Students in the 7th to 12th grades at 23 secondary schools participated in the current study during the fall of 2009. Subjects completed the self-report form of the Adolescent Mental Health and Problem Behavior Screening Questionnaire-II (AMPQ-II) and Symptom Checklist-90 Revised (SCL-90-R). In addition, relevant teachers used the teachers' rating scale of the AMPQ-II to report their students' status. Differences in the number of bullied students between teachers' recognition and students' report were explored. Results : A total of 2270 subjects provided relevant responses to the questionnaire. While the one-month prevalence of victimization according to students' self-reports was 28.9%, the recognized prevalence by teachers was only 10.6%. For prediction of the presence of school bullying according to students' self reports on the AMPQ-II, item 7 of the teachers' report on the AMPQ-II showed a sensitivity of 16%, a specificity of 92%, a positive predictability of 44%, a negative predictability of 72%, a false positive rate of 8%, a false negative rate of 84%, and an accuracy of 69%, respectively. No significant differences in subscores of students' self reports of the AMPQ-II and SCL-90-R were observed between bullied students who were recognized by teachers and those who were not recognized. In stepwise discriminant analysis, classification of teachers' item 2 and item 7 on the AMPQ-II with respect to school bullying according to students' reports showed an accuracy of 63.4%. Using this model, 75.2% of non-victimized subjects were classified correctly, while only 35.2% of victimized subjects were classified correctly. Conclusion : Despite the high prevalence in Korea, teachers' recognition of school violence among their students remains low. Pre-professional and continuing education to improve teachers' understanding of school bullying and knowledge of effective classroom-based prevention activities should be encouraged.

• 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.

• Research in Community and Public Health Nursing
• /
• v.24 no.2
• /
• pp.214-224
• /
• 2013

Purpose: This study was conducted to examine effects of parents' rearing attitudes perceived by bullied children. The focus in this study was on mediating effects of ego-resilience. Methods: Data were collected from 202 bullied elementary school students in grade years 5 and 6. The data were analyzed by using descriptive statistics, correlation analysis and structural analysis with the SPSS/WIN 19.0 program and Amos 19.0. Results: First, significant positive relations between parents' rearing attitudes and ego-resilience, significant negative relations between ego-resilience and bullying, and between parents' rearing attitude and bullying were found. Second, the effects of ego-resilience as a mediator between perceived parents' rearing attitudes and bullying were significant statistically. Conclusion: The findings suggest that educational programs for parents are needed to improve parents' perception of the importance of their rearing attitudes toward bullying and nursing intervention programs for bullied children should be developed to increase their ego-resilience.