• Korean Journal of School Psychology
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• v.16 no.1
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• pp.17-38
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• 2019

This study was conducted to identify the relationship between child abuse and school violence and whether aggression and depression have any mediating effects on this relationship. This study analyzed the responses of 1,937 eighth grade students. The main results of this study were as follows. First, child abuse was positively correlated with school violence aggression and school violence victimization. Second, aggression and depression mediated the effect of child abuse on aggression and victimization, respectively. Third, aggression mediated the effect of child abuse on victimization. Fourth, although there was a reciprocal causal relationship between aggression and victimization, school violence victims who were abused by their parents were less likely to be the perpetrators of violence themselves. These findings have implications regarding the use of counseling intervention to prevent violence in schools.

• Journal of the Korean Society of Child Welfare
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• no.26
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• pp.31-59
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• 2008

This study examine the effects of exposure to family violence on adolescent's school violence toward peers and whether attitude toward school violence mediate in the process to provide theoretical basis for prevention and treatment for the problems of adolescent who exposed to child abuse and interparental violence. Total 1140 adolescent answered were collected from and grade in middle school students to and grade in high school students in Seoul and Kyung-gi. Frequency analysis was done to assess the actual condition of school violence, child abuse, interparental violence, attitude toward school violence. Structural equation modeling was used to examine the effects of exposure to family violence on adolescent's school violence and the mediating role of attitude toward school violence in the process. The results of this study are: (1) exposure of child abuse have strong positive influences on adolescent's school violence, (2) attitude toward school violence mediate family violence and school violence.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.446-464
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• 2021

The purpose of this study is to verify the multi-mediated effects of human rights sensitivity and peer-coordination in the relationship between teenagers' school violence experience and cyberbullying in order to find alternatives to prevent cyberbullying as teenagers increase their use of smartphones. In order to achieve this research goal, four middle schools were selected by the education office located in downtown Busan and analyzed on 908 middle school students. The results of the study are as follows. First, school violence experiences have been shown to affect cyberbullying. Second, the experience of abuse and neglect during school violence affected human rights sensitivity, but the experience of damage did not affect human rights sensitivity. Third, among school violence experiences, the experience of damage and abuse influenced peer co-operation, but the experience of sitting on the sidelines did not affect peer co-operation. Fourth, human rights sensitivity affected cyberbullying. Fifth, peer groupings affected cyberbullying. Sixth, human rights sensitivity influenced peer-reaction. Seventh, among human rights sensitivities, bystander experience and cyberbullying were found to be mediating bystander experience and cyberbullying, but the damage experience and abuse experience did not have a mediating effect in human rights sensitization and cyberbullying. Eighth, peer cooperation was found to be mediating cyberbullying, but there was no mediating effect between on-the- sidelines experience and cyberbullying. Ninth, human rights sensitivity and peer creation are shown to mediate the relationship between on-the- sidelines experience and cyberbullying sequentially. However, human rights sensitivity and peer creation did not mediate cyberbullying sequentially between the experience of damage and the experience of perpetration. The implications of this study were to verify the effects of teenagers' school violence damage experience, abuse experience, and bystander experience on cyberbullying, and multiple interventions of human rights sensitivity and peer group.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.523-529
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• 2022

This study looked at how children's mental health is affected by Domestic violence and school violence at home and school after Covid-19, as well as how these victim experiences relate to children's mental health. This study surveyed 650 students from 14 middle schools in Wanju, Korea. The moderating effect of smartphone overdependence in the experience of violence and mental health was investigated. Major research findings: First, children's exposure to domestic violence and school violence has a significant impact on smartphone dependence. Second, children's exposure to domestic and school violence has a significant impact on their mental health. Third, it has been demonstrated that smartphone dependence is statistically significant in the relationship between domestic and school violence. Based on these findings, we present a convergent intervention and practice strategy for children in the Covid-19 era to cope with mental health problems and expand the support system.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.203-210
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• 2022

In this study, we tried to examine the longitudinal mediating effects of school violence damage experience and aggression in the relationship between child maltreatment experiences and school bullying experiences. For the analysis data for this purpose, the 3rd, 5th, 6th, and 7th data of the Korean Children and Youth panel data of the Korea Youth Policy Research Institute were used. A total of 1,813 data were analyzed using the statistical program SPSS 26.0 and Amos 26.0 version as a multivariate latent growth model. As a result of the analysis, it was possible to confirm the mediating effects of school violence victimization experiences and aggression. These results suggest that multilateral efforts are needed to lower the level of maltreatment, school violence victimization, and aggression that affect the school bullying experiences. Based on the results of this analysis, this study specifically suggested practical measures to prevent adolescents' maltreatment experiences from being reproduced as school bullying experiences.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.621-631
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• 2021

This study examines the effect of adolescents' experiences of school violence on complex post-traumatic stress disorder(cPTSD) and the moderating effect of self-esteem on this relationship. For this purpose, the data surveyed on 291 adolescents was used in the study, and the research model was verified through moderated regression analysis. The results are as follows: Experience of school violence and self-esteem had a significant effect on cPTSD. It was confirmed that self-esteem had moderated an effect of the experience of school violence on cPTSD. Even if the level of experiences of school violence was the same, high self-esteem could reduce the cPTSD. Based on the results of the study, methods to reduce the problem of school violence among adolescents and the cPTSD caused by it were suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.4
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• pp.353-361
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• 2018

This study aimed to examine the effects of rejection sensitivity on depression and anxiety, and the moderating effects of school violence victimization experiences on the relationships between rejection sensitivity and both anxiety and depression. Based on the results, we suggested a method of screening soldiers at high risk of depression and anxiety and interventions for their psychological adaptation. The data about anxiety, depression, rejection sensitivity, and school violence victimization experiences was collected from 126 airmen in S city, South Korea. To test the moderation effects, multiple regression analyses were conducted in which the rejection sensitivity, anxiety, school violence victimization experiences and their interaction terms were hierarchically entered. The moderation of school violence victimization experiences was found in the relationship between rejection sensitivity and school violence victimization experiences. The specific interaction patterns in each of these significant interaction effects were examined. Finally, the importance of school violence victimization experiences as a high-risk factor in army life and the clinical implication of these findings were discussed.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.236-247
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• 2013

This study examines the impact of school violence on South Korean students' psychological well-being. The research is designed to analyze how different types of experiences of school violence-victim, perpetrator, victim-perpetrator, and non-involvement-influence students' suicidal impulse and sense of happiness. Empirical data was gained from a national-scale survey conducted by Social Development Research Institute at Yonsei University in 2013, and was analyzed using binary logistic and multiple regression methods. Findings suggest that any types of experiences of school violence had significant effect on suicidal impulse. In particular, the likelihood of victim-perpetrator to experience suicidal impulse was 7.1 times stronger than non-involvement. However, the effect of experiences of school violence on students' sense of happiness was insignificant. While the impact of school violence on sense of happiness among victims and victim-perpetrators was significant, its impact among perpetrators proved insignificant. Rather, stress factor-in particular, stress from peers-had more significant impact on the level of students' happiness. This study contributes to understanding the multiple effect of school violence by examining both negative and positive dimensions of psychological well-being.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.137-153
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• 2013

The purpose of this study was to research the influence of experienced school violence as a victim on the coping behavior of adolescents and to investigate moderating effects of self regulatory ability which are the desirable coping behaviors as protection factor for adolescents who experienced as victim by school violence. The subjects of this study were 319 students from year 1 to year 3 of total 6 middle schools who experienced school violence as a victim in Daegu and the research tool is questionnaires which are consist of general characteristics of the subjects, experience of school violence scale, self regulatory ability scale, family healthy scale and coping behavior scale. In order to analyze the data of the study, factor analysis, relational regression, linear regression analysis and moderated multiple regressions were used. The main results of this study were as following. First, there was significant correlation between the adolescents who experienced school violence, self regulatory ability and the coping behaviors. Second, adolescents who experienced school violence as victim act more aggressive coping behavior than other coping behavior. Third, while experience of school violence as victim influence adolescents' coping behaviors, it was found that self regulatory ability affect role in the regulation. cognitive self regulatory ability are in charge of controlling the aggressive coping behaviors.

• Survey Research
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• v.18 no.2
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• pp.67-98
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• 2017

The purposes of this study are to identify the latent classes of school violence depending on bullying and victimized experience by type and the influences of individual-level and school-level variables on determining these latent profiles. For these research goals, the present study utilized data from the Seoul Education Longitudinal Study(SELS) 5th wave, containing data from 2,195 middle school students who experienced school violences more than once. Multilevel latent profile models were applied to examine school violence among students. Our results indicated that there were four latent classes; high-level bullying and victimized group (1.7%), mainly bullying group(2.1%), mainly victimized group(3.7%), verbal bullying and victimized group(92.5%). Gender, resilience, self-control, peer relationship, parental relationship were significant determinants of the latent profiles at student level. Teacher-student relationships, school violence prevention, gender ratio of school were significant determinants of the latent profiles at school level. The present study contributed to extending theoretical discussions by classifying students into groups based on frequency and different forms of bullying and victimization. Moreover, this study examined determinants of student and school level simultaneously by dealing with multilevel data.