• Journal of the Korean Home Economics Association
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• v.38 no.1
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• pp.51-58
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• 2000

This study assessed the degree to which children are subjected to victimize by peers using a peer nomination scale and self-report. The subjects were 122 children in the fourth through sixth grades. About 7% were identified as extremely victimized group. Age and gender were not related with victimization scores. The inter-item correlations and item-total correlations of the peer nomination were high. The correlation of victimization scores measured by peer nomination and self report was significant. Children's victimization scores were not correlated with their aggression scores, which means victimized children were not homeogenous.

• 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.

• Informatization Policy
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• v.24 no.1
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• pp.100-112
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• 2017

This study verified the relationship between internet use, family relationship, and cyber violence victimization by comparing models. 2013 The survey of Internet addiction of National Information Society Agency was used in this study to verify relationship between variables. We compared the model which internet use impact cyber violence victimization through mediating fully family relationship and other model which internet use influence cyber violence victimization through mediating partially family relationship. Based on final model (model 1), More internet use was related to lower family bond and lower family bond was associated with more cyber violence victimization. This results imply that family relationship have an important role in relationship between internet use and cyber violence victimization rather than internet use impact directly cyber violence victimization.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.35-43
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• 2017

This study aimed to investigate the mediating effect of self-esteem between school violence victimization and happiness of adolescents. For this study, 1274 adolescents were surveyed at D city of Korea from April to May in 2016. Main results of this study were as follows. First, it was found out that school violence victimization was significantly different depending on gender, school level, academic achievement. And self-esteem was significantly different depending on gender, school level, family type, income level, academic achievement. Also their happiness was significantly different depending on gender, school level, income level, academic achievement. Second, school violence victimization and self-esteem were negatively correlated. And school violence victimization and their happiness were negatively correlated. Third, self-esteem was partially mediated for elementary, middle school students, but perfectly mediated for high school students between school violence victimization and happiness of adolescents. Lastly, policy implications for the students with lower happiness due to school violence victimization were suggested.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.292-301
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• 2019

The purpose of this study was to investigate the effects of anxious attachment on psychological violence victimization and the role of relationship addiction on the relationship between anxious attachment and psychological violence victimization. To do this, 201 adults between 20~30 years old who live in G city and J area were administered anxious attachment, relationship addiction, and psychological violence victimization scale. Data analysis was performed using SPSS 22.0 for correlational analysis to examine the relationship between variables, and the structural equation for mediating effect validation was performed using AMOS 22.0. As a result, there were positive correlations among anxious attachment, relationship addiction and psychological violence victimization. Also, the effects of relationship addiction on the relationship showed full mediation effect. This suggests that anxious attachment may lead to psychological violence victimization through relationship addiction. Through this study, a counseling intervention method which is helpful to clients who have psychological violence victimization is presented. Based on the study, findings and implications are discussed.

• Journal of Families and Better Life
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• v.19 no.1
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• pp.159-171
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• 2001

The purpose of this study was to investigate the relationship between adolescents peer victimization and friendship quality. The 679 subjects were selected from the fifth and sixth graders of elementary schools and the first and second graders of middle schools. The instruments of measurement were peer victimization scale, friendship quality scale, friendship nominations measure. The main findings of this study were as follows : 1) The type of peer victimization has significant difference according to gender and grade. There was no significant grade difference in prosocial behavior. 2) The type of friendship quality has significant difference according to gender and grade. There were no significant grade difference in positive friendship and negative friendship. 3) There was significant correlation between adolescents peer victimization and friendship quality.

• Journal of Families and Better Life
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• v.19 no.3
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• pp.105-118
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• 2001

The purpose of this study was to examine the influences of child abuse, teachers violence, and peer victimization on childrens adjustment. The 451 subjects(238 boys and 213 girls) were selected from the 5th graders of elementary schools and 2nd graders of middle schools in Pohang City. The subjects reported child abuse, teachers violence, victimization by peers, self-esteem, depression, and anxiety. The data were analyzed by factor analysis, Cronbach $\alpha$, t-test, and multiple regression. The main findings of this study were as follows: (1) Boys were more focused on physical.emotional abuse, physical.verbal victimization, and physical violence by teacher than girls. (2) Elementary school students were more focused on violence by teacher and peers than middle school students. (3) Influences of child abuse, teachers violence, and peer victimization on childrens self-esteem, depression, and anxiety had difference among subtypes of child abuse, teachers violence, and peer victimization.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.215-226
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• 2008

The purpose of this study was to identify dangerous routes by which the experience of victimization leads to bullying behavior and to clarify the intrapersonal moderating variables which control the routes. Subjects were 1,086 students of elementary and middle schools in Seoul and Gyeonggi Province. Data were analyzed by simple regression analysis and multiple moderating regression analysis. The major findings of this study were that (1) the experience of victimization was an important factor predicting bullying behavior; and (2) self esteem and internal locus of control were moderating variables between the experience of victimization and bullying behavior. This study provides effective information to protect students from bullying by finding some moderating variables.

• Journal of Families and Better Life
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• v.27 no.5
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• pp.115-122
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• 2009

This study investigated the mediating and moderating effects of teacher preference on the relationship between behavior problems and peer victimization. The subjects were 520 children in the fifth and sixth grades. Children completed peer nominations that assessed peer victimization. Teachers rated children's internalizing, externalizing problems and teacher preference. The full mediating effect of teacher preference was found in externalizing problems and the partial mediating effect was found in internalizing problems. Moreover, the moderating effect of teacher preference was found only in internalizing problems, which suggests that high teacher preference protects internalizing problems from peer victimization.

• Journal of the Korean Home Economics Association
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• v.44 no.4 s.218
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• pp.101-109
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• 2006

This study investigated the relation of individual characteristics and peer bullying/victimization as experienced by middle school first-grade children. The major findings of the research were as follows; First, adolescents perceived lower 'appearance', and 'cognitive ability' scores than the medium. Second, aggression was the most significant factor affecting the direct and relational bullying, while withdrawal was the main significant factor affecting the direct and relational victimization in the children. In conclusion, there was a significant gender difference in the peer bullying/victimization.