• Korean Journal of Child Studies
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• v.23 no.5
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• pp.123-138
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• 2002

The assessment of the 678 6th grade subjects of this study was with the Perry, Kusel, and Perry(1988) Modified Peer Nomination Inventory and the Daily Hassles Coping Scale for Children (Min & Yoo, 1998). Findings were that 14% of the children were bullies, 14% were victims, and 11% were bully/victims(bullies in one situation and victims in a different situation). Sex differences showed that boys who are victims and bully/victims used more passive coping than bully type boys. Bully and bully/victim types used more aggressive coping; victim types used more evasive coping. For girls, bully and bully/victim types used more passive coping than the victim types, who used more evasive coping. Bully types used more social support-seeking in their coping than victims and bully/victim types.

• Journal of Families and Better Life
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• v.26 no.5
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• pp.419-432
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• 2008

The purpose of this study was to examine that marital conflict, maternal parenting behavior, and a child's friendship quality varied as a function of bully/victim groups. A sample of 227 elementary school children and their mothers participated in the study. Children answered questionnaires regarding maternal parenting behavior, friendship quality, and bullying/victimization and mothers rated their marital conflict. The data were analyzed by frequencies, factor analysis, one-way ANOVAs, and Duncan's post-hoc analyses. The bully/victim distribution was 8.4% bullies, 7.9% victims, 4.4% bully-victims, and 79.3% normative contrasts when reported by children themselves and 9.3% bullies, 4.8% victims, 5.3% bully-victims, and 80.6% normative contrasts when reported by peers. Bullies and bully-victims experienced higher marital conflict than normative contrasts. Bully-victims perceived higher maternal warmth than bullies and both bullies and victims perceived higher maternal rejection/punishment than normative contrasts. Victims perceived their mothers to be more permissive/neglected than normative contrasts, and bully-victims perceived them to be more overprotective than both bullies and normative contrasts. Both bullies and bully-victims showed higher negative function of friendship quality than victims.

• Journal of Korean Academy of Nursing
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• v.30 no.1
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• pp.137-147
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• 2000

The purpose of this study was to investigate characteristics of teenagers' perceptions to bullies according to the classification types of Q-methodology. The results of the analysis were classified in 5 types. Type 1, which was the type geared foward solution, showed that they expressed a strong attitude of sympathy and protection towards the victim. However, they had harbored rage and hostile feelings against the assaulter. For example, when they witnessed the bully in action, they positively intervened in the situation. Type 2, which was the observer type, showed that they thought the victims were to blame for their misfortune. Also, when a friend who was left out in the cold by his classmates, they were just watched without showing any special interest. Type 3, which was the type of conflict, indicated that they believed that the both the victim and the assaulter should have responsibility. In contrast to the previous type, they had sympathy for the friend who was left out in the cold by his classmates, they had the dual feeling that intended to use the bully under the situation with his friend. Type 4, which was the type of assenting, indicated that they assumed an indifferent attitude to the situation, while they implied assenting to the situation of the friend who had a bad relationship with them. Type 5, which was the negative type, showed that they had the negative view to the situation of bully itself so that they did not recognize the bully as the method of revenge for whatever reason. The results of the study showed that the bully increased the factor of stress to school life of the victim or assaulter, even in the subjective position. The perception of the bully should change according to the characteristics of the types of people and it is necessary to study how to cope with the situations.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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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.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.35-51
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• 2006

The purpose of the present study was to identify variables for predicting types of outsiders and possible mitigating factors in bullying situations. Participants were 344 $5^{th}$, $6^{th}$ and $7^{th}$ grade students(159 boys and 185 girls). Involvement of outsiders in bullying was examined by proportion. Major findings were that; (1) Over half of the sample(65.4%) were involved in bullying by either actively reinforcing(bully-followers; 6.4%) or passively observing(bystanders; 59.0%); 34.6% were defenders of victims. (2) Multiple discriminant analysis yielded a function of 3 variables(empathy, risk burden, and prosocial moral reasoning) that was effective in classifying bully-followers, bystanders, and victim-defenders. Empathy and prosocial moral reasoning predicted victim-defenders and risk burden predicted bully-followers and bystanders.

• Korean Journal of Child Studies
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• v.32 no.3
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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.

• Journal of the Korean Home Economics Association
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• v.49 no.6
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• pp.1-12
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• 2011

This study investigated prevalence rates and differences in social behaviors, psychosocial adjustments, and language ability of preschool children who engaged in bully/victim subgroups: aggressive victims, passive victims, bullies, and non-involved. The participants were 297 preschool children and their teachers in Jeju City. The teachers measured children's peer victimization, social behaviors, and teacher-child relationships. Children's language ability and self-concept were also assessed by individual interview. There were significant differences in social behaviors, psychosocial adjustments, and language ability among the bully/victim subgroups. Aggressive victims included in a high risk group characterized by a high level of aggression, ADHD, peer rejection as well as conflicted relationships with teachers. Moreover, they had limited language ability. The findings highlight behavioral heterogeneity among the bully/victim subgroups in early childhood.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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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.

• Korean Journal of Child Studies
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• v.29 no.4
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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.

• Journal of the Korean Society of School Health
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• v.28 no.2
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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.