• Journal of Digital Convergence
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• v.17 no.9
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• pp.31-37
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• 2019

The results of this study showed that victim's job motivation, organizational distrust, nervousness, turnover intention, frustration, stress and resistance, powerlessness and alienation were similar to previous studies. I was overwhelmed by the negative force of the collective union and experienced anger in the reality that one individual could not resist or find a solution. In addition, psychological factors such as union members' fear of union bullying were found to have a positive effect on the union members who did not join the strike and those who did not join the strike. It is necessary to consider the question of whether the group bullying behavior is valid in that the union bullying behavior of the union is effective in achieving the purpose of the group.

• Korean Journal of Health Education and Promotion
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• v.30 no.3
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• pp.25-34
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• 2013

Objectives: The main purpose of this study was to examine factors influencing school bullying victimization of middle school students in relation to social support, self-esteem, stress coping behavior, and health status. Methods: The questionnaire survey was carried out on a convenience sample of 441 middle school students. The data analysis procedure included frequency, ${\chi}^2$-test, t-test, and multiple logistic regression. Results: It was found that 18% of the subjects were bullied by other students. Multiple logistic regression analysis revealed that the factors such as sex(OR=2.35, p=.006), aggressive coping behavior(OR=1.18, p=.028), and health status(OR=1.04, p=.002) were significant affecting factors. Conclusions: The findings suggest that to prevent middle school students' bullying victimization, it is necessary to design intervention programs that considering their health status and stress coping behavior.

• Journal of Digital Convergence
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• v.13 no.10
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• pp.367-376
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• 2015

This study is executed to investigate convergent factors related to depression among some college women of health affiliated educations. It surveyed 419 college women in Honam area during the period from March 9th to April 30th, 2015. The structured self-administered questionary was delivered and they were collected without respondents' personal information. The results of multiple regression analysis show the followings. The depression level of respondents turned out to be significantly higher in following groups: a group that experienced school bullying or violence, a group in which sleeping time is improper, a group in which subjective health status is bad, a group in which subjective happiness is lower, a group in which type A behavior pattern is higher, a group in which job seeking stress is higher, a group in which self esteem is lower, a group in which hopelessness is higher. Their explanatory power was 42.8%. The results indicate that the efforts to prevent bullying and violence experience, to get the proper amount of sleep, to be healthy, to increase subjective happiness and self esteem, to decrease type A behavior pattern, job seeking stress and hopelessness, are required to reduce the depression level of the college women of health affiliated educations.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.399-408
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• 2016

This research was conducted to analyze the relationship among school bullying types, collaboration empathy skills, and adaptation of school life. A survey was conducted for the research, and asked 213 adolescents in middle and high schools in capital area(middle school: 106, high school: 107). Data Analysis was used a two-step cluster analysis to classify the type of bullying, explanation of a prediction variable according to the groups were analyzed by a multiple logistic regression analysis. The results of analysis of the research are as in the following. First, experience of afflicting or suffering from school bullying had negative correlation with collaboration empathy skills, and also with school life adaptation. Secondly, assailant group and victim group of school bullying was related to the lack of collaboration skill, and also related with empathy skill. Thirdly, collaboration empathy skills was influential factor on the adaptation of school life. Based on the results, collaboration empathy skills reduce the experience of bullying, and have a positive impact on the adaptation of school life. It confirmed the need for a social skills training program and discussed the implications.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.18-33
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• 2017

The purpose of this study was to examine the effect sizes of personal, family, peer, school, cyber environment, experience of bullying/victimization factors on cyberbullying perpetrating behavior among students in Korea using meta-analysis. Published academic journals and master/doctoral dissertations from 2010.01.01 to 2016.10.31 were identified using Research Information Sharing Service(RISS) data base. Keywords for search were cyberbullying, cyber-exclusion, cyber-violence, cyber-harassment, online/SNS peer harassment. A total of 43 studies were selected for meta-analysis. Personal factors and experience of bullying/victimization showed moderate effect sizes(0.28~0.29) and peer, family, cyber environment, school domains showed small effect sizes(0.08~0.13). Results of the study may be used to guide effective prevention or intervention strategies against cyberbullying among adolescents.

• Korean Journal of Social Welfare Studies
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• v.40 no.1
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• pp.197-234
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• 2009

Typological theories of offending postulate that childhood-onset delinquents have a high likelihood of being serious and chronic offenders and that there are a distinct set of risk factors predicting early-onset antisocial behaviors. It is useful to empirically classify children into subgroups based on their deviant behaviors because it helps us to identify unique factors associated with each subgroup. Using the first two waves of the Korean Youth Panel Survey, Elementary School Data, this study aimed(a) to empirically classify 5th graders into latent delinquent subgroups, and (b) to examine the impact of individual, familiar, school, and peer factors on the latent delinquent classes. Latent class analysis yielded three latent classes based on 15 indicators of deviant behaviors - delinquent class, low-level delinquent class, & normative class. The results from multivariate multinomial logistic regression analyses revealed that being male, reporting low self-control, coming from poor family, high association with deviant peers, and being bullied increased the risk of being in the delinquent class. Moreover, low self-control, aggression, domestic violence, low level of attachment to teachers, and deviant peers independently increased the risk of being in the low-level delinquent class compared to the normative class. Based on the study findings, implications for practice as well as future studies were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.362-371
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• 2019

The purpose of this study is to recognize kindergarten teachers' experiences of child violence for identifying the site's needs for the implementation of preventive education in early childhood and to provide basic data on child violence. To this end, nine teachers were interviewed in-depth. From the study results, first, child violence-related child behavior, which usually occurs in kindergartens, includes physical assault, aggression, verbal violence, threats and threats, and bullying. Second, teachers usually use direct intervention laws in cases of child violence, but were finding it difficult to intervene properly with many tasks or high teacher-to-child ratios. Teachers recognized the need for lower teacher-to-child ratios and placement of each class burden. Third, teachers were aware of the need for prevention education for child violence targeting infants, and instigated the following appropriate interactions immediately after problem behavior occurred: large group activities, specific multimedia education data and parent education. Fourth, teachers are concerned about the possibility of problem behavior being learned and imitated through education in the implementation of prevention education for children's violence. Therefore, this study proposed the need to develop various teaching methods that could be applied to infant education sites, focusing on the types of child violence-related problem behaviors that occur in kindergartens.

• Korean Journal of Culture and Social Issue
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• v.19 no.2
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• pp.285-318
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• 2013

The purpose of this research is to examine the self-concept in the cyberspace, self-efficacy, relationship with friends, subjective well-being and academic grade among adolescents who are addicted to Internet and those who are not addicted to Internet. A total of 1,057 adolescents (male=545, female=512), 326 from middle school, 361 from high school, and 370 from special education school, participated in the study. The results are as follows. First, qualitative analysis of the conception of self in the cyberspace indicates that those adolescents addicted to Internet reported that in the cyberspace they have fun, followed by they are the same as in real life, they spend time in cyberspace and they can become an imaginary person. Those adolescents not addicted to Internet reported that in the cyberspace they are the same as in real life, followed by they spend time in cyberspace and they can become an imaginary person. When they play Internet games, majority of adolescents in both groups reported that it is fun, followed by they become engrossed and they become aggressive. Second, those adolescents who are not addicted to Internet had higher scores on self-efficacy than those adolescents who are addicted to Internet, including self-regulatory efficacy for learning, relational efficacy, and resiliency of efficacy. Third, the number of friends and close friends that adolescents who are not addicted to Internet were not significantly different from those adolescents who are addicted to Internet. However, those adolescents who are not addicted to Internet were more likely receive social support from friends and were less likely to be social excluded than those adolescents who are addicted to Internet. Fourth, those adolescents who are not addicted to Internet had significantly higher scores on subjective well-being than those adolescents who are addicted to Internet. Fifth, those adolescents who are not addicted to Internet had significantly higher scores on both subjective and objective academic grade than those adolescents who are addicted to Internet.

• Journal of the Korean Home Economics Association
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• v.37 no.6
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• pp.11-22
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• 1999

This study focused on the relationship of social skills and social support from family and friends to adjustment between children and adolescents. Subjects were enrolled in the fifth, sixth, 1st, & 2nd grades of elementary and junior high schools. The instruments were Teenage Inventory of Social Skills, Perceived Social Support from Family & Friends, Child Depression Inventory, and Antisocial Behavior Scale. Results indicated that there were positive relations between social skills and social support from family and friends. The more social support from family children and adolescents had, the less depression and antisocial behavior they reported. For depression, children and adolescents showed a significant sex difference. In the case of antisocial behavior, only adolescents revealed a significant sex difference. Depression was explained by social support from family most for both children and adolescents. Antisocial behavior was explained by social skills most especially for children. The results discussed in the context of the effects of social skills and social support on emotional and behavioral adjustments.