General Strain Theory and School Bullying: An Empirical Test in South Korea

Autor/inn/en	Moon, Byongook; Morash, Merry; McCluskey, John D.
Titel	General Strain Theory and School Bullying: An Empirical Test in South Korea
Quelle	In: Crime & Delinquency, 58 (2012) 6, S.827-855 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0011-1287
DOI	10.1177/0011128710364809
Schlagwörter	Evidence; Parent Child Relationship; Bullying; Well Being; Child Safety; Foreign Countries; Social Problems; Delinquency; Aggression; Crime; Theories; Longitudinal Studies; Victims; Peer Groups; Conflict; Attachment Behavior; Intervention; South Korea + Suchen Sie Ihr Suchwort? Evidenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mobbing; Well-being; Wellness; Wohlbefinden; Ausland; Social problem; Soziales Problem; Kriminalität; Crimes; Delict; Delicts; Delikt; Theory; Theorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Victim; Opfer; Gleichaltrigengruppe; Peer Group; Konflikt; Attachment; Bindungsverhalten; Korea; Republik
Abstract	Despite recognition of bullying as a serious school and social problem with negative effects on students' well-being and safety, and the overlap between aggressive bullying acts and delinquent behavior, few empirical studies test the applicability of criminological theories to explaining bullying. This limitation in research is especially evident in studies of non-Western countries. Using longitudinal data on 2,817 South Korean youth, the current study attempts to fill the gaps by examining whether general strain theory can explain school bullying. As the theory suggests, youth who experience victimization by peers and conflict with parents are more likely to engage in bullying. However, there is limited evidence of the expected interaction effects between strains and conditioning factors. Inconsistent with general strain theory, parental attachment and positive relationships with teachers do not condition the effects of strains, and anger is not a mediating variable. Implications for interventions and for future research are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10