Social-psychological and educational outcomes associated with peer victimization among Korean adolescents

Abstract

This study examines the effects of peer victimization by verbal, physical, and relational bullying on Korean adolescents' self-worth, disconnect to peers, school engagement, and academic achievement. A two-year longitudinal survey on 3,266 sixth-graders attending school in Seoul, Korea was used. Multivariate regression results controlling for socio-demographic characteristics as well as initial levels of outcome indicated that youth bullied by their peers experienced greater difficulties than non-bullied peers in terms of self-worth, disconnect to peers, school engagement, and academic achievement. Results revealed that youth experiencing relational bullying suffered from large negative effects on all four adjustment outcomes and that the negative effects of bullying were generally limited to the period of victimization with little evidence for chronicity effects. Limitations as well as policy implications are further discussed.

Peer pressure and home environment as predictors of disruptive and risky sexual behaviours of secondary school adolescents

“…Peer pressure is influence of a peer group, observers or individual exerts that encourages others to change their attitudes, values, or behaviour to conform to groups. Peers exert a significant influence on behaviour during adolescence15. Peer pressure is commonly associated with events of adolescent risk taking (such as delinquency, drug abuse, sexual behaviours, and reckless driving) because these activities commonly occur in the company of peers16.…”

Engajamento Escolar: Revisão de Literatura Abrangendo Relação Professor-Aluno e Bullying

“…Nesse sentido, foram encontrados 14 estudos que investigaram associações entre envolvimento em bullying e engajamento escolar, sendo que destes 12 eram empíricos (Buda & Szirmai, 2010;Cho & Choi, 2017;De Laet et al, 2015;Dorio et al, 2018;Iyer et al, 2010;Li et al, 2011;Mehta et al, 2013;Nakamoto & Schwartz, 2011;Perdue et al, 2009;Ripski & Gregory, 2009;Totura et al, 2014;Wang & Eccles, 2012) e dois teóricos ou de revisão de literatura (Herald-Brown et al, 2007;Juvonen, 2007). Estes estudos apontaram evidências de que o envolvimento em bullying está correlacionado negativamente com o engajamento escolar dos alunos.…”

“…Assim, de maneira geral, aponta-se que o bullying está negativamente correlacionado ao engajamento escolar, sendo que alunos que percebem ou se envolvem em situações de bullying apresentam menor engajamento escolar (Cho & Choi, 2017;Dorio et al, 2018;Iyer et al, 2010;Mehta et al, 2013;Perdue et al, 2009). Por outro lado, um bom relacionamento com pares está positivamente associado ao engajamento escolar, portanto, alunos que percebem aceitação e apoio por parte dos colegas tendem a apresentar maior engajamento escolar (Perdue et al, 2009).…”

Impact of a varied understanding of school bullying

“…Olweus (1978) established systematic, psychological research on bullying, since then bullying can be identified as a significant, widespread public health problem (Hellström et al , 2015). The effects of bullying can be associated with: suicide, suicide ideation and planning (Roh et al , 2015; Bell et al , 2014); mental health implications (Busch et al , 2015; Lereya et al , 2015); physical health implications and health risk behaviour (Stuart and Jose, 2014; Azagba, 2016); impact on social functioning (Feldman et al , 2014; Hutzell and Payne, 2012) and self-image (Cho and Choi, 2016); criminality (Decamp and Newby, 2015; Wong and Schonlau, 2013); and impaired cognition (Ponzo, 2013). Successful anti-bullying intervention suggests schools, communities, and parents should take a shared and active role in attending anti-bullying workshops, training, and meetings so that they; understand the definitive features of bullying, collectively enforce rules, and productively supervise behaviour (Olweus, 1993).…”

“…Identity (Wolke, Woods, Bloomsfield & Karstadt, 2000). Pure victims can be characterised as being socially isolated (Cho & Choi, 2016) and rejected by their peers (Ortega et al, 2012).…”