Abstract
The purpose of this study was to examine the relationships between individuals, peers, teachers and class factors and the participants’ reactions to bullying from an ecological perspective. Results of a survey completed by 828 5th and 6th grades elementary school students in a metropolitan area were analyzed in order to identify the relative influence of individuals, peers, teachers, and class factors on participants’ reaction to bullying in addition to gender and grade differences. The results are as follows. First, higher grade and male students were more likely to react negatively to bullying. Second, there was a significant difference between defenders and other participants in terms of individuals, peers, teachers, and class variables. Third, individual psychological variables were found to be the most influential factor influencing participants’behavior among the groups of bullies, assistants, outsiders and defenders. As for defenders, the teacher related variables were more explanatory of their behaviors compared to other participants such as assistants or outsiders. Based on the results, more effective interventions targeting individual factors of participants were suggested. In addition, it was discussed how to increase defending behaviors from on ecological perspective including peers, teachers, and classes as well as individual areas.
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