바로가기메뉴

본문 바로가기 주메뉴 바로가기

Korean Journal of Psychology: General

A Component Analysis of Three Types of Bullying Among Elementary School Students: An Application of Social Relations Model

Korean Journal of Psychology: General / Korean Journal of Psychology: General, (P)1229-067X; (E)2734-1127
2006, v.25 no.1, pp.23-45


Abstract

The present study purported to examine the degree to which proportion of bullying takes place among harmer, victim, and their relationship in three types of bullying. It was also investigated which personality traits is related to bullying and victimizing behaviors and the reciprocity of bullying. The subjects were the 5th and 6th graders of elementary schools, Changwon city. They were randomly divided into 52 groups of all 4 boys(208 boys) and 45 groups of all 4 girls(180 girls) respectively. Each group with 4 students of the same sex. To begin with, groups were instructed to fill in the questionnaire about their personality traits and self-esteem. And then they rated all other members in their group via a round robin method. The major results as follows: First, harmer effect was about 16%, victim effect was about 6%, and their relationship effect was about 25% in bullying. Specifically, linguistic bullying was more triggered by their relationships, and harmer effect was more obvious in the boys than in the girls. Second, personality traits presumably related to bullying behaviors were not salient. But the girls who were lower in self-esteem and agreeableness were more likely to be bullied by peers. The boys who were less agreeable were more likely to become the target of alienation and linguistic bullying. Overall, there were stronger relations between personality factors and bullying among the girls than those among boys. Lastly, the boys showed reciprocity in all types of bullying. The reciprocity was particularly remarkable in an alienation type. Meanwhile, the girls showed less reciprocity in all kinds of bullying.

keywords
집단따돌림, 사회관계모형, 상호성, bullying, Social Relations Model, reciprocity

Reference

1.

강은희, (2002) 집단따돌림 행동유형과 심리적 특성 ,

2.

고재홍, (1997) 우리는 받은 만큼만 주는가? 갈등이 상호성 규범의 준수에 미치는 효과 회 및 성격,

3.

고재홍 ; 김명렬, (2004) 청소년 교우간 성격 유사성, 상호성, 이해 및 호감간의 관계,

4.

김석진, (1999) 초등학교 집단따돌림 가해실태와 관련요인 연구,

5.

김용태, (1997) 청소년 친구 따돌림에 대한 실태조사 청소년 대화의 광장 따돌리는 아이들 따돌림 당하는 아이들 청소년대화의 광장,

6.

김윤경, (2001) 아동과 청소년의 또래관계에 따른 심리사회적 적응과 행동 특성,

7.

김혜원, (2000) 집단괴롭힘의 가해와 피해행동에 영향을 미치는 사회적, 심리적 변인들 ,

8.

노성호, (2000) 집단따돌림을 통한 피해와 그 영향,

9.

민병모, (1997) NEO 인성검사(NEO PI-RS),

10.

박경숙, (1998) 학생의 왕따 집단따돌림과 괴롭힘 현상에 관한 연구 , 한국교육개발원

11.

박나영 ; 고재홍, (2005) 남녀 중학생의 집단따돌림 발생원천의 성분비교 사회관계모형분석 ,

12.

박미영, (1999) 자기존중감을 구성하는 요인 영역별 우열 및 자기수용과 전반적인 자기존중감 간의 관계,

13.

신재선 ; 정문자, (2002) 초등학생의 또래 괴롭힘 유형과 스트레스 대처행동에 관한 연구,

14.

이규미, (1998) 상담사례를 통해서 본 왕따현상,

15.

(1998) 학교에서의 또래폭력에 영향을 미치는 요인,

16.

(2000) 집단따돌림 경험 유형에 따른 자기개념과 사회적 지지,

17.

(2004) 학령기 아동의 또래수용 및 가장 친한 학급 친구의 상호성에 따른 심리사회적 적응,

18.

(2002) 초등학생들이 집단따돌림에 관한 연구,

19.

(2004) 초등학생 학교폭력 중고생 보다 심각, 조선일보

20.

(1999) 학교폭력에 대한 심리학적 개입의 허와 실 ,

21.

(2000) 또래에 의한 괴롭힘이 청소년의 자아존중감에 미치는 영향에 관한 단기 종단적 연구,

22.

(1999) 집단따돌림 가해, 피해 경향과 관련된 심리적 요인에 관한 일 연구,

23.

(2000) 또래 따돌림과 심리사회적 부적응,

24.

(1998) 학교내 집단따돌림에 대한 일 연구,

25.

(1998) Preadolescent friendship and peer rejection as predictors of adult adjustment,

26.

(1994) Bully/victim problems in middle-school children British Journal of Developmental Psychology,

27.

(1999) It takes two to fight A test of relational factors and a method for assessing aggressive dyads,

28.

(1992) Predicting early adolescent disorder from childhood aggression and peer rejection Journal of Consulting and Clinical Psychology,

29.

(1995) Relational aggression, gender, and social psychological adjustment,

30.

(1993) University of Chicago Press,

31.

(1997) Does everybody like a liker? ,

32.

(1999) The power of friendship Protection against an escalating cycle of peer victimization,

33.

(2004) http://users.rcn.com/dakenny/srmp.htm,

34.

(2001) Accuracy and bias in the perception of the partner in a close relationship,

35.

(1980) Splitting the reciprocity correlation,

36.

(1970) Reciprocal liking and attribution of ability:Mediating effects of perceived intend and personal involvement,

37.

(1987) Validation of the five-factor model of personality across instruments and observers,

38.

(1996) Long-term outcomes of early victimization by peers among Japanese male university students Model of a vicious cycle,

39.

(1978) Aggression in the schools,

40.

(1994) Bullying at school Basic facts and effects of a school based intervention program Journal of Child Psychology and Psychiatry,

41.

(1987) Are low accepted children at risk? Psychological Bulletin,

42.

(1979) Conceiving the self, Basic Books

43.

(1997) The five factor model of personality and job performance in the European community,

44.

(2004) Lonely in the crowd Recollections of bullying British Journal of Developmental Psychology,

45.

(1996) Self-esteem, response style and victimization: Possible ways of preventing victimization through parenting and school based training programmes,

46.

(1993) The relationship of Eysenck‘s personality factors and self-esteem to bully-victim behavior in Australian schoolboys,

47.

(1991) The silent nightmare:Bullying and victimization in school peer groups,

48.

(1995) The academic lives of neglected, rejected, popular and controversial children,

Korean Journal of Psychology: General