School Violence Victimization Research Articles

심리사회적 학교환경이 진로성숙도에 미치는 영향 -학교폭력 피해경험의 조절효과-

심리사회적 학교환경이 진로성숙도에 미치는 영향 -학교폭력 피해경험의 조절효과-

Effects of Cyberbullying Experience and Cyberbullying Tendency on School Violence in Early Adolescence

Background:School violence in early adolescence, whose frequency and status have recently changed significantly.Objective:This study attempts to detect the cyber bullying inclination of youth in early adolescence when aggressiveness reaches its peak, to identify school violence, and to develop a school violence prevention program. Method: This study was a survey research, investigating participants who were 470 middle school students in South Korea. For the analysis, independent t-test, one-way ANOVA and hierarchical regression analysis.Results:It is suggested that the school violence victimization experience and cyber bullying infliction experience has an influence in the school violence infliction. And the cyber bullying victimization experience and school violence victimization experience variables exert effects.Conclusion:The results of this study suggest that school nurses who are connecting to the community-school-home should take an active part in the development of school violence mediation education program, considering the cultural characteristics of the country.

청소년의 학교폭력 피해와 사이버폭력 가해관계: 사이버폭력 피해 매개효과

청소년의 학교폭력 피해와 사이버폭력 가해관계: 사이버폭력 피해 매개효과

초·중·고 학생들의 학교폭력 피해경험이 행복감에 미치는 영향: 자아존중감의 매개효과

초·중·고 학생들의 학교폭력 피해경험이 행복감에 미치는 영향: 자아존중감의 매개효과

Impact of Prosocial Behavioral Involvement on School Violence Victimization Among African American Middle School and High School Students

Introduction: The purpose of this study was to examine factors associated with school violencevictimization among African American youth. Methods: African American students in 7th through 12thgrade (n=7,488) in schools within one Metropolitan area completed the Pride National Drug Survey.Results: Chi Square analyses revealed that school violence victimization signi cantly diff ered based ongrade. Logistic regression analyses indicated that prosocial behavior involvement (i.e., do you make goodgrades; do you take part in school sports teams; do you take part in school activities; do you take part incommunity activities; do you attend church or synagogue, etc.) did not signi cantly impact school violencevictimization. Discussion: Findings should be considered by health educators and prevention specialistswhen developing programs and eff orts to prevent school violence victimization among African Americanstudents.

Peer Victimization and Dating Violence Among LGBTQ Youth

This study examined the moderating role of school violence and peer victimization on the association between sexual orientation and mental health. The sample consisted of 11,794 high school students ( Mage = 16, SD = 1.23; female assigned at birth = 51%; 1.8% identified as transgender) across 23 schools. Participants completed a self-report survey that assessed sexual orientation, ethnicity, gender identity, victimization experiences (e.g., peer and dating), perceptions of school violence and crime, as well as anxiety and suicidality. Multilevel analyses indicated that lesbian, gay, bisexual, questioning, and transgender (LGBTQ) individuals with lower rates of victimization had significantly lower rates of suicidality compared to LGBTQ individuals with higher rates of victimization. LGBTQ individuals in schools with high student perceptions of school violence and crime had higher suicidality than their non-LGBTQ counterparts. LGBTQ youth in schools with lower school violence and crime levels had lower rates of suicidality than their non-LGBTQ counterparts. Interventions need to consider multiple forms of victimization and school environment as potential risk and protective factors for LGBTQ youth.

청소년의 학교폭력 피해경험이 자아존중감에 미치는 영향: 인권피해 인식의 매개효과

본 연구는 청소년의 학교폭력 피해경험과 자아존중감의 관계에서 인권피해인식의 매개효과를 파악하는 데 연구 목적을 두었다. 이를 위해서 2015년 9월부터 11월까지 청소년 554명을 대상으로 경상북도 B군에서 설문조사를 수행하였다. 주요 연구 결과를 보면, 첫째, 청소년의 학교폭력 피해경험은 일반적 특성 중 학교급에 따라 차이를 보였고 인권피해인식은 읍,면 지역에 따라 차이를 보였으나 자아존중감은 일반적 특성에 따라 차이를 보이지 않았다. 둘째, 상관분석 결과 학교폭력 피해경험은 인권피해인식과 정적 상관관계를 보였고 자아존중감과는 부적 상관관계를 보였다. 셋째, 회귀분석 결과 학교폭력 피해경험과 자아존중감과의 관계에서 인권피해인식이 완전매개하였다. 끝으로 학교폭력과 인권침해로 자아존중감이 저하된 학생들을 위한 정책적 함의를 하였다. This study aimed to investigate the mediating effect of perception of human rights victimization between school violence victimization and self-esteem of adolescents. For this study, 554 adolescents were surveyed at B county of Korea from September to November in 2015. Main results of this study were as follows. First, it was found out that school violence victimization was significantly different depending on school level. And perception of human rights victimization was significantly different depending on regions. But self-esteem was not. Second, school violence victimization and human rights victimization were positively correlated. And school violence victimization and self-esteem were negatively correlated. Third, perception of human rights victimization was perfectly mediated between school violence victimization and self-esteem of adolescents. Lastly, policy implications for the students with lower self-esteem due to school violence victimization were suggested.

The Effect of School Violence Offending and Victimization Experience on Cyberbullying Perpetration in Middle School Students: Focusing on the Mediating Effect of Aggression

The Effect of School Violence Offending and Victimization Experience on Cyberbullying Perpetration in Middle School Students: Focusing on the Mediating Effect of Aggression

The Influence of Adolescent`s Experience of Abuse and School Violence Victimization on Life Satisfaction : Moderating Effect of Career Identity

본 연구는 청소년의 삶의 만족도와 관련된 변수 중에서 학대경험과 학교폭력 피해경험, 그리고 진로정체감에 관심을 가지며, 진로정체감이 학대경험과 학교폭력피해경험과 삶의 만족도의 관계에서 조절변수로써 통계적 의미가 있는지 검증하였다. 이를 위해 청주시의 7개 학교를 선정하여 중학교 2학년 460명을 대상으로 설문조사하였다. 분석방법은 기술통계, t-test, 상관분석, 다중회귀분석을 사용하였으며, 분석결과 첫째, 성에 따라 학교폭력피해경험과 삶의 만족도의 유의한 차이가 있는 것으로 나타났고, 가족구조에 따라 학대경험과 진로정체감이 유의한 차이를 보였다. 둘째, 학교폭력피해경험에서는 삶의 만족도가, 학대경험에서는 진로정체감과 삶의 만족도가 유의한 차이를 보였다. 셋째, 청소년의 가정 내 학대경험과 삶의 만족도와의 관계에서 진로정체감의 조절효과가 있는 것으로 나타났다. 이러한 결과를 바탕으로 학교폭력경험과 학대경험 모두 삶의 만족도에 영향을 미치며, 진로정체감의 효과는 상대적으로 가정의 중요성을 입증해준다. 본 연구는 청소년의 폭력피해 예방 및 개입을 위한 프로그램개발에 유용한 기초적 자료로 제공하는데 의의를 둔다.

The Moderated mediation effect of Self-esteem on the Relationships between School Violence Victimization, Depression and Suicidal Ideation in Middle School Students

본 연구의 목적은 학교폭력 피해경험, 우울, 자살생각의 관계에서 자아존중감이 어느 과정에서 조절효과를 지니는지 파악하는 것이다. 이를 위해 ‘한국 아동 · 청소년 인권실태 연구Ⅲ’ 자료 중 중학생 총 3,281명을 연구대상으로 선정하여 분석하였다. 분석결과는 다음과 같다. 첫째, 학교폭력 피해경험, 우울, 자살생각의 관계에서 자아존중감은 피해경험과 자살, 피해경험과 우울의 관계에서는 조절효과가 없는 것으로 나타났다. 둘째, 학교폭력 피해경험, 우울, 자살생각의 관계에서 자아존중감은 우울과 자살생각의 과정에서 조절효과를 나타냈다. 이는 피해경험이 우울을 매개하여 자살생각에 미치는 구조관계에서 자아존중감이 높을 경우 우울이 자살생각에 미치는 영향력을 감소시키는 것으로 해석할 수 있다. 이러한 연구결과를 통해 본 연구의 시사점을 제시하였다.

The Structural relationships among School violence experience, Cognitive appraisal of School violence risk-perception, Social support and Mental health of School violence victims

The Structural relationships among School violence experience, Cognitive appraisal of School violence risk-perception, Social support and Mental health of School violence victims

The Effects of School Violence Victimization on Cyberbullying Perpetration in Middle School Students and the Moderating Role of Self-Control

Objective: The present study examined the effects of school violence victimization and self-control on cyberbullying perpetration in middle school students and investigated whether self-control moderated the relationship between school violence victimization and cyberbullying perpetration. Methods: The participants of this study were 315 middle school students (172 boys; 143 girls) from three middle schools in Seoul and Incheon. To measure the level of cyberbullying perpetration, the Bullying/Victimization Questionnaire was used. School violence victimization and self-control were measured via the School Violence Victimization Scale and the Self-Control Scale, respectively. The data were analyzed by means of descriptive statistics and hierarchical regressions. Results and Conclusion: The results indicated that school bullying victimization level increased cyberbullying perpetration level whereas self-control level decreased cyberbullying perpetration. In addition, self-control moderated the effect of school violence victimization on cyberbullying perpetration. That is, the influence of school bullying victimization on cyberbullying perpetration was greater when self-control was low, compared to when it was high.

Effects of Adolescents’ School Violence Victimization on Self-esteem : verification on mediated moderating effects of stress and human rights consciousness

Effects of Adolescents’ School Violence Victimization on Self-esteem : verification on mediated moderating effects of stress and human rights consciousness

The impact of school violence victimization on school adjustment: The moderating effect of interpersonal relationships

The impact of school violence victimization on school adjustment: The moderating effect of interpersonal relationships

학교폭력 피해경험이 학교폭력 가해행동에 미치는 영향: 자기통제력과 회복탄력성의 매개효과와 Wee클래스의 조절효과를 중심으로

학교폭력 피해경험이 학교폭력 가해행동에 미치는 영향: 자기통제력과 회복탄력성의 매개효과와 Wee클래스의 조절효과를 중심으로

The Influence of School Organisational Variables on School Violence in the Eastern Cape Province, South Africa

This article reports the findings of a sequential mixed-method study about the influence of school organisational variables on school violence in the Eastern Cape Province. An adapted version of the California School Climate and Survey – Short Form (CSCSS-SF) was used as data collection instrument during the first phase of the investigation. The questionnaire was completed by 900 Grade 10-12 learners, half of which were from high-risk schools, and the rest from low-risk schools. During the second phase of the study, in-depth, personal interviews were conducted with eight learners from four schools: two high-risk schools and two low-risk schools from the Queenstown District. The purpose of the interview was to complement and elucidate the quantitative results. The results revealed that campus disruption, drug abuse and carrying weapons were realities at both the high-risk and the low-risk schools that participated in the study. However, statistically, respondents from high-risk schools felt significantly more unsafe than those attending low-risk schools. Furthermore, it transpired that statistically, significantly more respondents at high-risk schools, than learners at low-risk schools were the victims of school violence. These results were confirmed by the findings from the second phase of the study. The close connection between a positive school climate and culture and school safety not only transpires from the quantitative results, but also from the narratives. DOI: 10.5901/mjss.2014.v5n20p1136

Gang Membership, School Violence, and the Mediating Effects of Risk and Protective Behaviors in California High Schools

There is insufficient empirical evidence exploring associations between gang membership and school violence behaviors. Using a sample of 272,863 high school students, this study employs a structural equation model to examine how school risk and protective behaviors and attitudes mediate effects of gang members’ involvement with school violence behaviors. The most important finding is that gang membership is not directly associated with school violence perpetration or victimization. Results indicate school risk behaviors and attitudes indirectly mediate associations between gang membership and school violence perpetration and victimization. This suggests that when gang members partake in school risk behaviors they are more likely to be involved as school violence perpetrators. Findings reveal gang membership has a strong positive association with school-based risk behaviors and attitudes and a moderate negative association with school protective behaviors and attitudes. Implications for further research, theory, and practice for both gang and school violence researchers are discussed.

Understanding parents’ experience of participating a Parents’ Training Program for Bullies and Victims of School Violence

Understanding parents’ experience of participating a Parents’ Training Program for Bullies and Victims of School Violence

The Development and Evaluation of Effectiveness of Parents’ Training Programs for Bullies & Victims of School Violence

The Development and Evaluation of Effectiveness of Parents’ Training Programs for Bullies & Victims of School Violence

An Analysis of the Relationship between Victimization and Violent Behavior at School

Previous studies have identified two subgroups of school violence victims: submissive and aggressive. Submissive victims are characterized by their withdrawal in violent situations, while aggressive victims combine hostile behavior with victimization. This study focuses on the second subgroup and aims to analyze possible factors influencing the transition from passive victimization to involvement in aggressive behaviors within the school context. To test these relationships, 1319 adolescents between 12 and 16 years of age were recruited from seven secondary schools in various Spanish provinces. Structural equation modeling techniques were used to analyze the data. Results supported Emler's theory, which posits that the victim's helplessness in situations of intimidation, along with disappointment resulting from a lack of expected protection from adult authority figures, may result in adolescents searching and developing an antisocial and non-conformist reputation that helps them defend themselves against future attacks. Practical implications of these results are further discussed.