• Title, Summary, Keyword: 관계적 공격성 피해 경험

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Effects of Experiences of Elderly Using Social Welfare Organizations in Socio-economic Deprivation on their Relational Aggression Damage Experiences: Verification of the Mediating Effects of Rejection Sensitivity (기관이용 노인의 사회경제적 박탈 경험이 관계적 공격성 피해 경험에 미치는 영향: 거부민감성의 매개효과 검증)

  • Jeong, YoungHee
    • The Journal of the Korea Contents Association
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    • v.18 no.6
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    • pp.267-282
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    • 2018
  • This study analyzes the impact of the experiences of elderly using social welfare organizations in socio-economic deprivation on their relational aggression damage experiences, and verifies the mediating effects of rejection sensitivity. For data collection, 275 of 290 questionnaires, excluding 15 questionnaires with inadequate responses, were used for the final analysis. The SPSS and AMOS programs were used for data analysis through the following procedures. The analysis showed that socio-economic deprivation experiences, relational aggression damage experiences, and rejection sensitivity were higher for the groups of male elderly, higher age, education above college, absence of spouse, and longer institutionalization. The size of indirect effect (${\beta}=.32$) was larger than that of direct effect (${\beta}=.14$), signifying that the indirect impact through rejection sensitivity was larger than the impact of socio-economic deprivation on the experiences of damage by relational aggression. With the above findings, this study makes practical suggestions for institutional measures to reduce the elderly's relational aggression damage experiences and rejection sensitivity and programs on socio-economic deprivation, etc.

The Relationship between Cyberbullying Victimized Experience and Emotional Behavior of Middle School Students (중학생의 사이버불링 피해 경험과 정서행동과의 관계)

  • Oh, Tae-Kon
    • Journal of the Korea Society of Computer and Information
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    • v.18 no.12
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    • pp.207-215
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    • 2013
  • The general opinion about the notion of cyberbullying hasn't existed yet, but in related laws it is defined as the entire behavior causing the counterpart to suffer the pain by continuously and repeatedly psychologic offending toward specific students with information and telecommunication products such as the Internet and mobile phones, and spreading the private information or false facts related with specific students. Recently a number of accidents related with abuse of cyberbullying are being broadcast on a variety of mass media, and the argument about the severity and countermeasures against cyberbullying is moving onward. This study has a purpose as suggesting the practical alternatives to prevent cyberbullying victim of middle school students by arguing cyberbullying of middle school students and analyzing the relationship between the general features such as victimized experience and frequency and the emotional behaviors according to victimized experience. As the result of this study, cyberbullying victimized experience has a significant effect on the emotional behavior such as depression, aggression, and academic stress. As political implication, this study suggests the practical alternatives to prevent cyberbullying of middle school students based on the analysis result.

Predicting Peer Rejection of Middle-school Students with Ordered Probit Analysis (중학생 또래따돌림('왕따')의 예측요인)

  • Lee, Sang-Gyun
    • Korean Journal of Social Welfare
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    • v.37
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    • pp.357-379
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    • 1999
  • In recent years, the subject of peer rejection in school settings has received increased attention in the massmedia and counseling literature. This study focused on the effect of individual and environmental factors on peer rejection. Dependent variable was the number of perpetrating peer rejection and independent variables were psychological, behavioral, familial factors, exposure of peer rejection and perception about school policies. Ordered Probit model was employed because of the nature of limited dependent variable. The data were collected from 714 middle-school student in Seoul. Major findings were as follows. First of all, the adolescents who has aggression and problematic behaviors in school were more likely to participate in peer rejection. Second, negative parent-children relationships and the family structure didn't have significant effects on peer rejection. And there were not a significant effect of attitude toward academic value and academic achievement on peer rejection. Third, environmental risk factors such as negative peer relationship and the exposure to rejection had a significant increasing effect on peer rejection. But consistent school policies didn't have a significant effect. In conclusion, this study confirmed that peer rejection in school settings was affected by school environment such as negative-peer relationship, and exposure to rejection. Therefore, comprehesive and systematic intervention programs should be required to ensure that all the pupils at school have a right to learn in a safe and fear-free environment.

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