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

• International Journal of Advanced Culture Technology
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• v.9 no.3
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• pp.46-54
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• 2021

Bullying prevention and intervention programs often include empathy training. This study investigated how the cognitive empathy and affective empathy are related to bullying involvement. For this purpose, a questionnaire composed of Korean version of Participant Role Questionnaire scale (bullying, defending, and outsider behavior), and Korean version of Basic Empathy Scale (cognitive empathy, and affective empathy) were administered to 598 middle school students from 7 different middle schools in Gyeongnam province of Korea. The results, based on Structural equation modeling, showed that adolescents' cognitive empathy were indirectly linked to bullying behavior of adolescents' through defending behavior and outsider behavior. Adolescents' affective empathy were directly linked to bullying behavior. These findings could guide the development and implementation of prevention programs for adolescents' bulling. Implications and future research are discussed.

• 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.

• Korean Journal of Culture and Social Issue
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• v.28 no.2
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• pp.107-131
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• 2022

This study was conducted with the aim of developing and validating a measure of the workplace bullying bystander behavior. For the purpose, items were developed by referring to previous studies related to workplace bullying, and behavior subtypes were defined as pro-bullying, defending, and bystander behaviors. After confirming the content validity with the help of experts, a total of 31 preliminary items were composed. The final 26 items were selected by conducting an exploratory factor analysis and verifying the validity and reliability of the scale with a survey of 288 office workers who have directly or indirectly witnessed workplace bullying over the past three years. In this process, it was confirmed that defense behavior was distinguished into two types: Active and supportive. Confirmatory factor analysis was conducted with data from 518 office workers who have directly or indirectly witnessed workplace bullying over the past year, and the validity and reliability of the developed scale were confirmed. As a result of comparing the competing models to reconfirm the subtypes, it was confirmed again that active defense behavior and supportive defense behavior were distinguished. The criterion-related validity of all subtypes was confirmed by setting the criterion variables for workplace bullying behavior, altruistic behavior, pro-social behavior, fear of intervention, moral disengagement, guilt, and moral identity. Based on the result of this study, follow-up research tasks related to workplace bullying bystander behavior scale were suggested and the methods to prevent and intervene in workplace bullying while utilizing workplace bullying bystander behaviors were discussed.