• The Journal of Korean Academic Society of Nursing Education
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• v.8 no.1
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• pp.7-16
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• 2002

Purpose : The purpose of this study was to examine the relationship between the high school-girls' trait-state anger, personal relationship position in class and bullying behaviors, and to develope the nursing intervention to prevent the damages of young people's mind according to the bullying conditions. Method : The objects of this study chose from the girls high schools in 'D' city and 233 students answered the questions. The data were collected from June. 11 to 20. 2001. The major instruments used for this study were Trait Anger-State Anger Scale(Chon, 1995) to inquire the level of anger and Bullying Behaviors Scale(Kim, 2000) and personal relationship position in class. Statistical analysis for the research included descriptive statistics, t-test and correlational analysis, and for the analysis of data the SPSS program was used. Result : The results of this study were summarized as follows: 1) Total participant's trait anger had a positive correlation with state anger and bullying behaviors. Also, state anger was positively correlated to bullying behaviors. 2) The participants in the classes with perceived bullying phenomenon showed higher score of trait anger and bullying behaviors than those in the classes with non-perceived bullying phenomenon. 3) According to personal relationship position of the class, central group of the classes with perceived bullying phenomenon showed higher score of trait anger and bullying behaviors than those of the classes with non-perceived bullying phenomenon. 4) Also, central group of the classes with perceived bullying phenomenon showed higher score of bullying behaviors than peripheral group in the same classes. 5) The peripheral group of the classes with perceived bullying phenomenon showed higher score of bullying behaviors than those of the classes with non-perceived bullying phenomenon. 6) Central group's trait anger of the classes with perceived bullying phenomenon had a positive correlation to state anger and bullying behaviors. Also, central group's state anger was positively correlated to bullying behaviors. conclusion : In conclusion, the level of trait anger and state anger in high school girls affected to occur the bullying behaviors in students and especially, the trait anger in central group students was primary factor for the effect.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.241-257
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• 2004

Data were collected from 514 elementary school students from 1st to 6th grade with questionnaires on Parental Behavior, Bullying, and Peer-Victimization. Sixth graders reported the lowest perception of warmth-acceptance, and 1st graders reported the highest perception of rejection-restriction by fathers. Males perceived more parental rejection-restriction. Children perceived more warmth-acceptance from mothers, and they perceived more permissiveness-nonintervention from fathers. Parenting behaviors were significantly related to bullying and victimization. The Bullying/Victimization group reported the lowest parental warmth-acceptance. Both Victimization and Bullying/Victimization groups showed higher parental rejection-restriction than other groups. The Victimization group showed highest paternal permissiveness-nonintervention. Victimization and Bullying/Victimization groups reported higher maternal permissiveness-nonintervention than other groups.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.217-232
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• 2007

The present study investigated attitudes of preschool teachers toward children's bullying behaviors and relationships between teachers' self-efficacy and attitudes toward children's bullying behaviors. The participants were 176 preschool and daycare center teachers. The results indicated that teachers perceived physical bullying more seriously than verbal or relational bullying. Teachers reported that they would intervene more intensively for children who have been targeted than for bullying children in physical and relational bullying situations. Teachers with high self-efficacy were more likely to perceive physical and relational bullying seriously than were teachers with low self-efficacy.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.79-96
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• 2008

This study analyzed differences of role behaviors of participants in bullying according to bystanders' characteristics. Participants were 112 $5^{th}$, $6^{th}$ and $7^{th}$ grade students. Bystanders' characteristics of empathy, negative attitudes about bullying, psychological burden, distorting of consequences, and attribution of blame were classified by K-Means Cluster Analysis into three groups with similar characteristics : lack of empathy/cognitive distorting, anti-bullying, and perception of cost groups. Major findings were that : the lack of empathy/cognitive distorting group had higher levels of bullying behavior than the anti-bullying group and higher levels of victimization than the perception of cost group. The anti-bullying group showed higher levels of defense behavior than the lack of empathy/cognitive distorting group. Implications for future research were discussed.

• 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.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.125-136
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• 2017

This study was designed to test whether middle school students have moderating effect of empathy ability on group bullying behavior. The subjects were 488 middle school students in Busan area, The mean difference test and regression analysis were performed using the SPSS 20 program and the related variables were standardized to show the characteristics of the control effect. The results of this study are as follows: First, as the experiences of the perpetrator and the experience of the autonomous group, the group bullying behaviors were higher, and it was confirmed that the perpetrators were important variables for predicting the bullying behaviors. As a predictor of bullying behavior, it was identified as an important variable. Second, empathy ability has a moderating effect of alleviating the relationship between perpetrator's harmony and bullying behavior, and the relationship between onlooker and bullying behavior. Third, according to gender analysis, male students were more exposed to bullying behaviors than female students. Through these discussions, practical suggestions for social welfare, academic suggestions, and suggestions for follow-up studies were made.

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.79-92
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• 2003

Data were collected from teacher reports and from 529 1st to 6th grade students through questionnaires. Bullying was higher among boys than girls. Victimization was higher in 2nd, 3rd, 4th and 6th grade boys than girls. Acting out was highest in 2nd graders and lowest in 3rd graders. Shy-anxiousness was highest in 4th and 6th graders and lowest in 1st and 3rd graders. Learning problems were lowest among 3rd graders. Competencies were higher in 1st and 2nd grades. Boys had more problem behaviors; girls showed better competencies. Bullying was positively related to acting out, and negatively related to frustration tolerance and task orientation. Victimization was positively related to shy-anxiousness and learning problems, and negatively related to frustration tolerance, assertive social skills and task orientation.

• Journal of the Korean Home Economics Association
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• v.48 no.2
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• pp.95-111
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• 2010

We examined gender-specific behaviors in children and classified types of bullying behavior among 1,181 fifth and sixth grade elementary schools students. Differences were identified in individual variables, family environment variables, and school environment variables. Furthermore the behavioral tendencies of those variables towards bullying were also investigated. Collected data were subjected to descriptive and comparative statistical analysis using the SPSS program(Ver 15.0). Results showed that tendency towards bullying was gender specific. Bullying behavior, reinforcing behavior, assistant behavior, and onlooking behavior in boys were influenced by individual factors only. However, defending behavior in boys was influenced by individual and school factors, while victimizing behavior was influenced by individual and family factors. In girls, onlooking behavior was only influenced by individual factors, while reinforcing behavior was influenced by individual and family factors. Bullying behavior, defending behavior, assistant behavior, and victimizing behavior in girls were influenced by individual, family, and school factors.

• Journal of the Korean Home Economics Association
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• v.51 no.2
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• pp.187-193
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• 2013

This study investigated the relation between participation in bullying, peer relationship and children's social status. We examined the classified types of social status among 700 fifth and sixth grade elementary schools students. The data were obtained by administering a self-reported questionnaire. Differences were identified with participation in bullying behavior, intimacy friendship and peer support as peer relationship. The collected data were subjected to a descriptive and F-test analysis using the SPSS software program. The results conveyed that social status was different according to the gender difference. Rejected boys presented more bully, reinforce, assistant and victim behaviors. Neglected boys were more victims of bullying. Defensive behavior was more apparent in popular and neglected boys. Furthermore, such boys had high intimate friendships. Popular boys presented distinctively more peer support. Rejected boys represented less intimate friendship and peer support. On the other hand, popular girls portrayed more defensive behavior. However, rejected girls and neglected girls had less defensive behaviors. Victim behaviors were less coherent in popular and neglected girls. Intimate friendship and peer support were mostly apparent in popular girls. Rejected boys represented less intimate friendship and peer support.

• The Journal of Asian Finance, Economics and Business
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• v.6 no.1
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• pp.249-259
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• 2019

Studies looking at many aspects of SNS addiction have dramatically increased in recent years. Most of the SNS addiction research has focused on individual behaviors. There is little academic research about SNS addiction in the workplace. This study, therefore, plans to examine the organizational behaviors related to SNS addiction in the workplace. We investigate whether negative behaviors in the workplace induce SNS addiction, and how SNS addiction influences the organizational or social attitudes of employees. We also explore the possible mediating effect of SNS addiction. We use an online survey and collected 285 responses from office workers in South Korea. The results tested by a structural equation modeling indicate, first, that both abusive supervision and workplace bullying have aroused SNS addiction among employees; second, employees' SNS addiction increases both from work-to-family-conflicts and family-to-work-conflicts; and third, SNS addiction fully mediates the relationship between abusive supervision and workplace bullying, as well as the relationship among abusive supervision, workplace bullying, and work-family conflicts. The study finds that abusive supervision and workplace bullying are important antecedents of SNS addiction, and that SNS addiction affects conflicts in both work-to-family and family-to-work situations. Therefore, companies should be cognizant of potential mediating influences in monitoring employees' SNS usage in order to improve their work environments.