• 대한가정학회지
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• 제44권12호
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• pp.139-154
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• 2006

The purpose of this study is to determine the variables affecting adolescents' conformity behavior in bullying. The study subjects were 753 middle school and high school students. The data were analyzed using Chi-Square, ANOVA, and hierarchical regression analysis. The major findings are as follows. 1. The variables affecting bully-conformity behavior were sympathy, close friends to confide in, anxiety, social skills, and family harmony. The variables affecting victim-conformity behavior were social skills, sex, attitude toward school atmosphere, anxiety, and sympathy. The variables affecting onlooker behavior were anxiety, sex, and close friends to confide in. 2. Sympathy, self-esteem and social skills were higher in the victim-conformity group than in the other two groups. Anxiety was higher in the onlooker group than in the other two groups. In the case of the victim-conformity group compared to the bully-conformity group, the parents showed more generous attitude toward their children, a more harmonious atmosphere existed within family members, and the group showed better relationship with teachers. Finally, the victim-conformity group showed a positive attitude toward school atmosphere, compared to the other two groups.

• 한국간호교육학회지
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• 제9권1호
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• pp.126-135
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• 2003

Purpose: The purposes of this study are as follows: Identifying the types of bullying; describing the relationship among social support, parent-adolescent communication and bullying types; identifying factors influencing the bullying. Method: 374 subjects were 5-6th grade students of two elementary schools in Daejeon. We collected the data from June 10 to October 29, 2002. The data were analyzed by using the frequency, ANOVA, pearson's correlation and stepwise multiple regression in the SPSS. Result: The 7 % of the subjects were found as bullies and another 23.8 % as victims, while 25.9 % were found as bully-victim group. The number of the victims in peer-support got less than in the normal or bully group. In the correlation analysis, the score of bullies, victims and bully-victim group were reversely-correlated with the social support. The score of victims was reversely-correlated with the mother-adolescent communication. In regression analysis, the social support influenced significant effects on both the bullies and victims. Conclusion: Findings indicated that the health professionals need to identify social support and parent-adolescent communication according to bullying types. Therefore, adequate approaches for the three independent groups of bullying are necessary.

• 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.

• 아동학회지
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• 제29권4호
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• pp.213-229
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• 2008

This study focused on bullying experiences of students in elementary school by examination of differences in characteristics such as depression, school attachment, and aggression according to types of bullying experiences. The process of change of bullying behaviors of victimized children was analyzed through structural equation modeling. Data of the 2004-2006 Seoul Panel Study of Children(SPSC) were used for analysis. Subjects were 1,811 students from 11 elementary schools in the Seoul area. Results showed that the bully/victim group had the most negative characteristics and the bullying behaviors of victimized children increased two years after they were bullied, through increase of aggression followed by increase of depression and decrease of school attachment.

• 한국학교보건학회지
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• 제28권2호
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• pp.127-138
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• 2015

The purpose of this study was to examine the relationship of bully/victim experiences and bioethics of 5th and 6th graders. Participants were 326 elementary school students. Methods: The data was collected from 1th to 30th October, 2014 in G City. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation and multiple regression and Scheff$\acute{e}$ post-hoc analysis by SPSS 18.0. Results: First, in regard to bioethics, significant factors were liking for growing plants (p<.001), emotions after killing insects (p<.001) and the number of friends (p=.003). In regard to bullying experiences, significant factors were gender (p=.021), religion (p=.026), participation in religious activity (p=.019), liking for growing plants (p=.009), insect killing experience (p=.009). The bioethics score of the victim group (2.70 point) were higher than the bully group (2.49 point). The relationship between bully/victim experiences and bioethics was negative. The factors affecting bioethics were liking for growing plants (${\beta}=.159$, p=.004), the number of friends (${\beta}=.124$, p=.030), experiences of being bullied (${\beta}=.352$, p<.001), emotions after killing insects (${\beta}=-.135$, p=.011). Conclusion: Therefore, based on the results of this study, it is required to develop rich learning content and a variety of teaching and learning models for bioethics. Efficient bioethics program would help elementary school students have a higher bioethics awareness. The entire society and families should wake up to the evil effects of school bullying and make concerted efforts to root it out with a sense of responsibility.

• 아동학회지
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• 제26권5호
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• pp.263-279
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• 2005

This study explored the participant roles and the cross-sectional and longitudinal relationships between interpersonal behavior characteristics and bullying/victimization. The subjects were 4th and 5th grade children and instruments were the Participant Roles Scale, Self-Report Coping Scale, Teenage Inventory of Social Skills, and Social Anxiety/Avoidance. They were contacted again one year later. In the distribution of participant roles at Time 1, defender of the victim was highest, then outsider; at Time 2 outsider was the highest and then defender. There was a tendency of gender difference in distribution of participant roles only at Time 1. Males were more in the group of reinforcer; females were more in the group of defender and victim. There were high positive correlations among bully/reinforcer/assistant scores. In the concurrent view, children who used approach coping strategies and showed higher social skills were more likely to be defender. Children who had lower social skills and higher social anxiety and social avoidance were more likely to be victim. In the longitudinal view, children who had developed higher social skills were more likely to be defender. Children who had employed less approach coping strategies and had showed lower social skills and higher social avoidance were more likely to be victim.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제23권3호
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• pp.143-153
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• 2012

Objectives : This study examined the current prevalence rate of school bullying and its related psychopathology. Methods : A total of 3,550 elementary/middle school students and their parents were recruited for this study. A self-report questionnaire on perpetration and victimization in school bullying was used for collection of data regarding prevalence and the present state of school bullying. For evaluation of associated psychopathology, self report forms, including the Children's Depression Inventory (CDI), State-Trait Anxiety Inventory for Children (STAIC), attention-deficit hyperactivity disorder Rating Scale (ARS), Korean-Child Behavior Checklist (K-CBCL), Korean-Youth Self Report (K-YSR), and the Korean Eppendorf Schizophrenia Inventory (K-ESI) were applied. Samples were classified according to four subtype groups (control, victim, perpetrator, and victim-perpetrator) and characteristics of each group were compared. Results : Overall, the prevalence rate for bullying perpetration was 64.4% and the prevalence rate for bullying victimization was 63.4%, indicating involvement of more than half of students in school bullying. Bully-victims reported high social immaturity and depressive and suicidal tendency, whereas bully-perpetrators reported less social immaturity and more externalizing problems. Among the subtype groups, the victim-perpetrator group showed the most prominent depressive/anxiety tendency and behavioral problems. Conclusions : Both victimization and perpetration of bullying are common problems for child and adolescent groups and several psycho-social problems were found to be related. The results of this study will guide direction of future study and development of strategies for prevention of bullying.