Department of Criminal Justice, University of Arkansas at Little Rock, 515 Ross Hall, 2801 South University Ave., Little Rock, AR 72204, USA.
J Interpers Violence. 2010 Jan;25(1):152-76. doi: 10.1177/0886260508329124. Epub 2009 Feb 27.
This study simultaneously investigates personal and interpersonal traits that were found to be important factors of bullying behavior using data collected from 1,238 randomly selected Korean middle school students. Using a modified and expanded definition of bullying based on a more culturally sensitive approach to bullying, this study categorizes bullies into three groups: Type I (minor-covert-nonchronic bullying), Type II (moderate-covert-chronic or severe-overt-nonchronic bullying), and Type III (severe-overt-chronic bullying). In addition, this study empirically tests several factors for the first time. Those factors are fun-seeking tendency, teachers' attitude toward bullying, teachers' effectiveness of intervention, teachers' moral authority, power dynamic, and pseudofriendship. The comparison across three groups provided unique findings that different factors were differently related to different groups of bullies. Specifically, teachers have influence on bullying only for the moderate group (Type II), and parents have influence on bullying only for the minor group (Type I). The most important and constant factors across all different groups were prior bullying victimization experience and fun-seeking tendency.
本研究同时调查了个人和人际关系特质，这些特质被发现是欺凌行为的重要因素，研究数据来自于 1238 名随机挑选的韩国中学生。本研究基于对欺凌行为更具文化敏感性的方法，对欺凌行为进行了修改和扩展定义，将欺凌者分为三组：I 型（轻微-隐蔽-非慢性欺凌）、II 型（中度-隐蔽-慢性或严重-公然-非慢性欺凌）和 III 型（严重-公然-慢性欺凌）。此外，本研究首次实证检验了几个因素。这些因素是寻求乐趣的倾向、教师对欺凌的态度、教师干预的有效性、教师的道德权威、权力动态和虚假友谊。三组之间的比较提供了独特的发现，不同的因素与不同类型的欺凌者有不同的关系。具体来说，教师对欺凌行为只有中度影响（II 型），而父母对轻微影响（I 型）。在所有不同群体中最重要和不变的因素是先前的欺凌受害经历和寻求乐趣的倾向。
