• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.319-329
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• 2014

Purpose: The purpose of this study was to investigate the effect of adolescent's family function, impulsive behavior, stress on the bullying types. Method: Data were collected from 627 adolescents and analyzed using descriptive statistics, t-test, Pearson correlation coefficients and stepwise multiple regression with the SPSS 18.0. Results: The bullying types (injurer and victim) correlates with family function, impulsive behavior and stress. Stepwise multiple regression analysis showed emotional reactivity, non-planning impulsiveness, friends related stress, experience of drinking (yes), experience of parent depression problem (yes), explained 34.1% of the total variance in bully injurer. Stepwise multiple regression analysis showed communication, motor impulsiveness, friends related stress, gender (male), grade (junior high school), explained 30.9% of the total variance in bully victim. Conclusion: The results of this study are expected to be used as basic data in providing a better understanding of adolescents' bullying, in preventing bullying and in developing an intervention program.

• Culinary science and hospitality research
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• v.23 no.3
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• pp.89-99
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• 2017

The purpose of this study is to examine the effects of foodservice employees' workplace harassment on their coping styles and intention to leave. Based on total 374 foodservice employees obtained from the empirical research, this study reviewed reliability and fitness of research model and verified total 3 hypotheses. SEM was conducted to test the validity of the proposed model and the hypotheses. The structural model provided an adequate fit to the data, $x^2=1,344.862$ (p<.001), df=420, GFI=.839, IFI=.900, CFI=.900, RMSEA=.076. To examine how employees' workplace harassment affects coping with harassment; workplace harassment had a significant effect on self-doubt (${\beta}=.401$, p<.001), ignored bully doubt (${\beta}=.621$, p<.001), and indirect or passive doubt (${\beta}=.527$, p<.001); whereas problem solving (${\beta}=-.094$, p>.05) did not. Furthermore, employees' workplace harassment (${\beta}=.126$, p<.05) had no significant effect on intention to leave. Employees' coping with harassment had a significant effect on intention to leave; especifically, among employees' coping with harassment elements, problem solving(${\beta}=-.572$; p<.001), self-doubt (${\beta}=.369$, p<.001), indirect or passive (${\beta}=.239$, p<.001), and ignored bully (${\beta}=-.161$, p<.01) had a significant effect on intention to leave. Limitations and future research directions are also discussed.

• Journal of KIISE:Information Networking
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• v.28 no.3
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• pp.289-296
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• 2001

The Election protocol can be used as a building block in many practical problems such as group communication, atomic commit and replicated data management where a protocol coordinator might be useful. The problem has been widely studied in the research community since one reason for this wide interest is that many distributed protocols need an election protocol. However, despite its usefulness, to our knowledge there is no work that has been devoted to this problem in a mobile computing environment. Mobile systems are more prone to failures than conventional distributed system. Solving election in such an environment requires from a set of mobile hosts to choose a mobile host or a fixed host based on the their priority despite failures of both mobile computing and/or fixed hosts. In this paper, we describe a solution to the election problem from mobile computing systems. This solution is based on the Garcia Molina\\`s Bully algorithm.

• Child Health Nursing Research
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• v.8 no.4
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• pp.422-434
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• 2002

This study was conducted with 512 students in 4 primary schools located at the inner and the outskirt of K city, Northern Kyungsang Province from November 6, 2001 to November 27, 2001(during 3 weeks). This study was a research about the difference of a bullying degree and tendency of both teasing and teased students. The purpose of the study was to help nursing teachers in charge of student consultation and treatment. The findings are as follows: First, for to whom students confess their worries, students in lower grade talked to their parents while students in higher grade talked to their close friends. The higher grader, the higher rate in solving their problems by themselves. For how many students are teased by their peers in groups, 52.0％ students answered 1 or 2 students in a class. For the reasons of bully, 37.0％ higher graders answered, very selfish and putting on airs after 29.6％ lower graders answered, ugly and bad at speaking. Second, for perception of peer relation, 81.3％ students participating in the study answered, very important. For a question whether students satisfy present relation with their friends by gender, 53.7％ boys were satisfied while 34.6％ girls were satisfied. Third, for difference in bullying by gender, boys mainly teased others by using words and physical power(p<0.000) while girls estranged others. When it goes to teased students, it was the case: boys were bullied physically(p<0.000) and linguistically while girls were hurt by estrangement. Having nothing direct to do with school achievement, nursing teacher should make good use of such an advantage that students tend to easily confess their worries to them and take care of psychological aspects of students in treatment. Furthermore, it needs to include contents of bully in the regular heath care education.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.95-111
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• 2016

This study investigated the descriptive statistics and correlation among self-identity, school violence experience, and family social capital of adolescents and examined influence of school violence experience on self-identity and moderating effect of family social capital on the relationship between school violence experience and self-identity. Data used for analysis was from 7th grade students in The Korean Children and Youth Panel Survey in 2012. Analyses were performed using the IBM SPSS program for demographic analysis, pearson correlation, and stepwise regression analyses. Results of the study were as follows: First, the average was slightly higher for self-identity, parents' affectionate attention, and awareness of their child's friends; the average was lower for misconduct experience and victimization experience; second, there was a weak negative correlation between self-identity and bully victimization; there was a positive correlation between self-identity and family social capital (parents' affectionate attention and awareness of their child's friends). Third, to investigate the effect of school violence experience (bullying and bully victimization) on self-identity, stepwise regression analysis results were as follows: Bullying had a statistically positive influence on self-identity and bully victimization had a statistically negative influence on self-identity; both parents' affectionate attention and awareness of their child's friends had a statistically positive influence on self-identity; fourth, parents' affectionate attention had a statistically negative moderating effect on the self-identity; therefore, it signifies that the relationship between bully victimization and self-identity appears differently depending on the parents' affectionate attention, which means that the parents' affectionate attention had a negative effect on the self-identity of the adolescents who were victimized by school violence.

• Journal of Families and Better Life
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• v.16 no.3
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• pp.67-78
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• 1998

The purpose of this study were 1) to examine the effect of the socio-demographic variables on the adolescent's aggressiveness and victimization, 2)to find the relation among maternal behaviors adolescent's self-esteem aggressive-ness and victimization 3) to analyze the influences of these variables on adolescent's aggressiveness. The subjects were 478 boys and girls attending at junior/middle school in kwang-ju city. Statistics used for data analysis were frequencies means standard deviation Perason's correlation, F-test stepwise multiple regression analysis, major findings were as follows; 1. There were significant differences in Adolescent's aggression and victimiza-tion due to the sex of adolescents and school achievement. 2. There were significant relationships among maternal behaviors adolescents' self-esteem aggression and victimization. 3. The variables influencing adolescent's aggression were maternal authoritarian behavior school achievement the sex of adolescent self esteem and victimization.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.49-61
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• 2001

This study explored concurrent and prospective relationships of the coping strategies of 4th and 6th grade children in peer conflict focusing on bullying, victim, and prosocial behavior. Instruments were the Self-Report Coping Scale and the Peer Relations Questionnaire. Concurrent results of Study I showed children using more avoidance and fewer approach strategies were more likely to bullies or victims; and children using fewer avoidance and more approach coping strategies were more likely to be prosocial children. Externalizing best explained bullies and victims; seeking social support best explained prosocial children. Prospective results of Study II showed children using more externalizing and fewer problem solving were more likely to be bullies; and children employing internalizing and externalizing were more likely to be victims; and children using more seeking social support were more likely to be prosocial children. It was also found that externalizing at Time I best predicted bullies, internalizing best predicted victims, and seeking social support best predicted prosocial children.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.1-17
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• 2010

This study explored the differences in gender, developmental period and parents in terms of parenting, the cross-sectional and longitudinal relationships in parenting by gender, and the cross-sectional and longitudinal relationships between participant roles in bullying situations and parenting by gender. The subjects were 498 4-5th grade children and the instruments utilized in this study were the Parental Bonding Instrument (Bowers, Smith, & Binney, 1994) and the Participant Roles Scale (Sutton & Smith, 1999). The subjects were contacted again one year after the first contact. Results showed that the relationships between parents were longitudinally quite stable. Girls whose fathers had higher levels of accurate monitoring were more likely to be defenders cross-sectionally. Girls whose parents had more accurate monitoring were less likely to be victims longitudinally. The results underscore the importance of examining both gender and participant roles in bullying situations.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.23 no.3
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• pp.143-153
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• 2012

Objectives : This study examined the current prevalence rate of school bullying and its related psychopathology. Methods : A total of 3,550 elementary/middle school students and their parents were recruited for this study. A self-report questionnaire on perpetration and victimization in school bullying was used for collection of data regarding prevalence and the present state of school bullying. For evaluation of associated psychopathology, self report forms, including the Children's Depression Inventory (CDI), State-Trait Anxiety Inventory for Children (STAIC), attention-deficit hyperactivity disorder Rating Scale (ARS), Korean-Child Behavior Checklist (K-CBCL), Korean-Youth Self Report (K-YSR), and the Korean Eppendorf Schizophrenia Inventory (K-ESI) were applied. Samples were classified according to four subtype groups (control, victim, perpetrator, and victim-perpetrator) and characteristics of each group were compared. Results : Overall, the prevalence rate for bullying perpetration was 64.4% and the prevalence rate for bullying victimization was 63.4%, indicating involvement of more than half of students in school bullying. Bully-victims reported high social immaturity and depressive and suicidal tendency, whereas bully-perpetrators reported less social immaturity and more externalizing problems. Among the subtype groups, the victim-perpetrator group showed the most prominent depressive/anxiety tendency and behavioral problems. Conclusions : Both victimization and perpetration of bullying are common problems for child and adolescent groups and several psycho-social problems were found to be related. The results of this study will guide direction of future study and development of strategies for prevention of bullying.

• Child Health Nursing Research
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• v.21 no.1
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• pp.28-36
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• 2015

Purpose: This study was done to provide basic data for education of elementary school students on life-respect and peer bullying prevention. Methods: Participants were 5th and 6th grade elementary school students. Data from the questionnaires of 218 participants were analyzed. Results: 1) The mean score for degree of life-respect was 4.23 (${\pm}0.38$). The types of peer bullying were 'defenders of victims' ($3.19{\pm}0.93$), 'bullies' ($2.04{\pm}0.72$), 'victims' ($1.91{\pm}0.84$), 'bystanders' ($1.79{\pm}0.80$), and 'bully-followers' ($1.66{\pm}0.60$). 2) There was a significant difference in the degree of life-respect according to gender (t=-2.410, p=.017). Likewise, in the degree of peer bullying, among the type of 'bullies' there were significant differences according to grade (t=-2.285, p=.004), and gender (t=3.191, p=.002). Also, among the types of 'bully-followers' there were significant differences according to gender (t=2.053, p=.041), and having a religion or not (t=3.319, p=.001). 3) There was a significant correlation between life-respect and types of peer bullying. Conclusion: The results of this study provide helps for more effective provision of educational programs regarding life-respect and peer bullying.