바로가기메뉴

본문 바로가기 주메뉴 바로가기

Korean Journal of Social and Personality Psychology

ISSN : 1229-0653

Article Contents

Prev Next
e-Submission

Vol.21 No.1

Citation Share

The Relationships Between Bullying, Social Identity and Social Support

Korean Journal of Social and Personality Psychology / Korean Journal of Social and Personality Psychology, (P)1229-0653;
2007, v.21 no.1, pp.77-87
https://doi.org/10.21193/kjspp.2007.21.1.006


& (2007). The Relationships Between Bullying, Social Identity and Social Support. Korean Journal of Social and Personality Psychology, 21(1), 77-87, https://doi.org/10.21193/kjspp.2007.21.1.006

Abstract

The purpose of this study was to investigate that behaviors of the victims and the bullies vary according to the level of social identity and social support. A questionnaire survey were conducted to 462 fifth and sixth grade students selected from two elementary schools. The results of this study are as follows. First, the higher the level of social identity, the lower the level of victimization. But the level of social identity did not affect the behavior of the bullies significantly. Second, the more social support they got, the lower the level of behavior of the victims and the bullies they had. Girls were more influenced by social support than boys and behavior of the victims was more affected by the level of social support than behavior of the bullies. Finally, the students who made poor academic performance, had few friends or were not popular with peers suffered greatly from school bullying. It seems to be important that sincere social supports from parents, teacher and peers are necessary and the guidance programs for increasing social identity in classroom should be developed as the prevention and treatment of bullying in elementary school. Also, further research will be needed about the variables which explain bullying of the boys and the features of bully/victim group.

keywords
집단따돌림, 사회정체성, 사회지지, bullying, victimization, social identity, social support

Reference

1.

강은희, 이은희, 임은정 (2002). 집단따돌림 행동유형과 심리적 특성. 한국심리학회지：상담 및 심리치료, 14(2), 445-460.

2.

구본용 (1997). 청소년의 집단따돌림의 원인과 지도방안. 청소년대화의 광장.

3.

김혜원, 이해경 (2000). 집단괴롭힘의 가해와 피해행동에 영향을 미치는 사회적, 심리적 변인들. 한국심리학회지：사회 및 성격, 14(1), 45-64

4.

박나영, 고재홍 (2005). 남녀 중학생의 집단따돌림 발생원천의 성분비교：사회관계모형분석. 청소년상담연구, 13(1), 43-54.

5.

서정애 (2002). 초등학생의 폭력노출과 비행경험이 집단괴롭힘 가해행동과 피해행동에 미치는 영향. 대구가톨릭대학교 교육대학원 석사학위논문.

6.

성한기 (1996). 집단구성원의 태도에 대한 사회적 가치와 내집단 규범의 영향：집단극화의 동기적 기제의 탐색. 한국심리학회지：사회, 10(1), 99-114.

7.

성한기 (2001). 한국판 사회정체화 척도의 개발. 한국심리학회지：사회 및 성격, 15(3), 33-48.

8.

소년한국일보 (2006. 7. 23). 초중고교생 10명 중 4명 집단따돌림 경험.

9.

손향숙 (2005). 집단따돌림 지속의 결정요인-피해 아동의 대처방식, 사회적 지지 및 자아개념을 중심으로. 청소년학연구, 12(3), 223-244.

10.

이규미, 문영춘, 홍혜영 (1998). 상담사례를 통해 본 ‘왕따'현상. 서울특별시 청소년 종합상담실.

11.

이춘재, 곽금주 (1999). 학교에서의 집단따돌림：실태, 특성 및 대책. 서울：집문당.

12.

이해경, 김혜원 (2001). 초등학생들의 집단괴롭힘 가해행동과 피해행동에 대한 사회적, 심리적 예측변인들：학년과 성별을 중심으로. 한국심리학회지：발달, 14(1), 117-138.

13.

한미현 (1996). 아동의 스트레스 및 사회적 지지 지각의 행동문제. 서울대학교 박사학위논문.

14.

Brewer, M. B. (1979). Ingroup bias in the minimal inter- group situation：A cognitive-motivational analysis. Psychological Bulletin, 86, 307-324.

15.

Cohen, S., & Hoberman, H. (1983). Positive events and social supports as buffers of life change stress. Journal of Applied Social Psychology, 13, 99-125.

16.

Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/ victim in an urban middle school. School Psychology Review, 32, 471-489.

17.

Haynie, D. L., Nansel, T., Eitel, P., Crum, A. D., Saylor, K., & Yu, K., et al. (2001). Bullies, victims and bully/victims：Distinct groups of at risk youth. Journal of Early Adolescence, 21, 29-49.

18.

Henry, D., Guerra, N., Huesmann, R., Tolan, P., VanAcker, R., & Eron, L. (2000). Normative influences on aggression in urban elementary school classrooms. American Journal of Community Psychology, 28(1), 59-81.

19.

McGarty, C., & Penny, R. E. C. (1988). Categorization, accentuation and social judgment, British Journal of Social Psychology, 27, 147-157.

20.

Ojala, K., & Nesdale, D. (2004). Bullying and social iden- tity：The effects of group norms and distinctiveness threat on attitudes towards bullying. British Journal of Developmental Psychology, 22, 19-35.

21.

Olweus, D. (1978). Bullying and whipping boys. Wash- ington, D. C.：Hemisphere(Wiley).

22.

Olweus, D. (1993). Victimization by peers：Antecedents and long-term outcomes. In K. H. Rubin & J. B. Asendorf(Eds.), Social withdrawal, inhibition, shy- ness in childhood. Hillsdale, NJ：Earlbaum.

23.

Olweus, D. (1994). Annotation：Bullying at school based intervention program. Journal of Child Psychology and Psychiatry, 35, 1171-1190.

24.

Owens, L., Shute, R., & Slee, P. (2000). Guess what I just heard!：Indirect aggression among teenage girls in Australia. Aggressive Behavior, 26, 67-83.

25.

Reicher, S. D. (1987). Crowd behavior as social action. In J. C. Turner, M. A. Hogg, P. J. Oakes, S. D. Reicher, & M. Wetherell. (1987). Rediscovering the social group：A self-categorization theory. Oxford/ New York：Blackwell.

26.

Rigby, K. (2000). Effects of peer victimization in schools and perceived social support on adolescent well- being. Journal of Adolescence, 23, 57-68.

27.

Roland, E., & Galloway, D. (2002). Classroom influences on bullying. Educational Research, 44, 299-312.

28.

Salmivalli, C., Karhunen, J., & Lagerspetz, K. M. J. (1996). How do the victims respond to bullying? Aggressive Behavior, 22, 99-109.

29.

Tajfel, H. (1978). Social categorization, social identity and social comparison. In H. Tajfel, Differentiation between social groups：Studies in the social psy- chology of intergroup relations. London：Academic Press.

30.

Tardy, C. H. (1985). Social support measurement. Ameri- can Journal of Community Psychology, 13, 187- 202.

31.

Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. (1987). rediscovering the social group：A self-categorization theory. Oxford/New York：Blackwell.

32.

Wolke, D., Woods, S., Stanford, K., & Schulz, H. (2001). Bullying and victimization of primary school chil- dren in England and Germany：Prevalence and school factors. British Journal of Psychology, 92, 673-696.

33.

Yoneyama, S., & Rigby, K. (2006). Bully/victim students and classroom climate. Youth Studies Australia, 25 (3), 34-41.

34.

YTN (2006. 4. 14). 학교폭력 중 “왕따” 가장 많아.

Korean Journal of Social and Personality Psychology

e-Submission OA Policy