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Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors

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Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors TRADITIONAL BULLYING AND CYBERBULLYING IN KOREAN CHILDREN AND YOUTH WITH EMOTIONAL AND BEHAVIORAL DISABILITIES: EXAMINATION OF CONTRIBUTING FACTORS Ji Eun Baek Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS December 2015 APPROVED: Lyndal M. Bullock, Major Professor Bertina H. Combes, Committee Member Arminta Jacobson, Committee Member Becky Glover, Committee Member Abbas Tashakkori, Chair of Department of Edcuational Psychology Jerry R. Thomas, Dean of the College of Education Costas Tsatsoulis, Dean of the Toulouse Graduate School Baek, Ji Eun. Traditional Bullying and Cyberbullying in Korean Children and Youth with Emotional and Behavioral Disabilities: Examination of Contributing Factors. Doctor of Philosophy (Special Education), December 2015, 99 pp., 10 tables, 2 figures, references, 152 titles. Children and Adolescents with emotional and behavioral disabilities (EBD) are often involved in aggression, acting out, bullying, violence, substance abuse, and juvenile crime. However, the limited Korean studies have focused primarily on bullying of students with developmental disabilities or intellectual disabilities. Therefore, the current study aimed to explore contributing factors to traditional bullying and cyberbullying in Korean children and adolescents with EBD. The current study surveyed 112 students with EBD between ages of 10 and 15 and their parents (guardians). The results revealed that internalizing problem behaviors including anxious/depression, withdrawal/depression, and somatic problems significantly affected traditional bullying victimization of Korean students with EBD. The peer support was a significant factor affecting cyberbullying victimization. Furthermore, the maternal psychological control was a meaningful factor affecting perpetration at school and in cyber world. Based on the findings, the present study described implications regarding prevention and intervention programs for addressing traditional bullying and cyberbullying victimization and perpetration. Copyright 2015 by Ji Eun Baek ii ACKNOWLEDGEMENTS I would like to sincerely thank Dr. Bullock, the best supervisor and mentor. I am very grateful for the opportunity to study under your supervision. I will remember and learn your enthusiasm and sincere attitude as a scholar. I would like to extend a special thank you to my committee members, Dr. Combes, Dr. Jacobson, and Dr. Glover. Your appropriate feedback and clear directions were extremely helpful. Jeanie and Fred, I would like to especially thank for practical help and support. Jeanie, you genuinely helped me whenever I have any problems. I truly appreciate it. I am very grateful to my colleagues, Staci, Emerald, and Walla, for your advice and help during last few years. Thank you to my parents for your endless love and support. Especailly, my mother, Lee, Jung Yi, I am glad that you are my mother. You are a wonderful woman. Thank you to my parents in law for understanding during the long process. Thank you to all of my family members who have encouraged me during my process. To the best husband, Sewoong, I can never express you how grateful I am for your love and support. I am eternally grateful. My adorable children, Jihyun and Suhyun, thank you for understanding and supporting me at all times. I could successfully complete my long journey and enjoy a hard time because you were beside me. I love you, my girls. iii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .......................................................................................................... iii LIST OF TABLES ....................................................................................................................... vii LIST OF FIGURES .................................................................................................................... viii Chapters 1. INTRODUCTION .............................................................................................................1 Statement of the Problem .......................................................................................2 Purpose of the Study ..............................................................................................4 Significance of the Study .......................................................................................5 Research Question ...............................................................................................5 Definition of Terms ..............................................................................................6 2. REVIEW OF THE LITERATURE .....................................................................................8 EBD in Korea ..................................................................................................... 11 Factors Related to Traditional Bullying and Cyberbullying .............................. 14 Bullying and Individual Factor .............................................................. 14 Bullying and Family Factor ................................................................... 18 Bullying and Peer Factor ........................................................................ 20 Bullying and School Factor .................................................................... 22 Bullying and Individualism-Collectivism as Culture Factor ................. 25 3. METHODOLOGY ..................................................................................................... 29 Purpose of the Study ........................................................................................ 29 Research Question ......................................................................................... 30 iv Theoretical Framework of the Current Study: Social-Ecological Perspective 30 Selection of Participants .................................................................................. 33 Participants ............................................................................................. 34 Instrumentation ................................................................................................ 34 Demographic Information ...................................................................... 36 Traditional Bullying Victimization ........................................................ 36 Traditional Bullying Offending ............................................................. 37 Cyberbullying Victimization ................................................................. 38 Cyberbullying Offending ....................................................................... 38 Externalizing Problem Behaviors and Internalizing Problem Behaviors39 Parental Psychological Control .............................................................. 41 Peer Support ........................................................................................... 42 Teacher Support ..................................................................................... 44 Collectivism and Individualism ............................................................. 45 Data Collection Procedures.............................................................................. 46 Data Analysis Procedures ................................................................................ 49 4. RESULT ..................................................................................................................... 50 Preliminary Analyses ....................................................................................... 50 Primary Analyses ............................................................................................. 53 5. DISCUSSION ........................................................................................................... 58 Summary and Discussion ...................................................................................58 Limitation and Recommendation .......................................................................67 Implication .........................................................................................................68 v APPENDICES ...............................................................................................................................72 REFERENCES ..............................................................................................................................87 vi LIST OF TABLES Page 1. Location Receiving Special Education .......................................................................... 12 2. Contents of Questionnaire ............................................................................................ 35 3. Frequencies and Percentages of Demographic Variables .............................................. 51 4. Prevalence of Traditional Bullying and Cyberbullying ................................................. 52 5. Mean and Standard Deviation of Independence Variables ............................................ 52 6. Correlations between the Regression Model Variables.................................................. 54 7. Stepwise Multiple Regression Analyses for Bullying Victimization ............................. 55 8. Stepwise Multiple Regression Analyses for Bullying Perpetration ............................. 56 9. Stepwise Multiple Regression Analyses for Cyberbullying Victimization .................. 56 10. Stepwise Multiple Regression Analyses for Cyberbullying Perpetration .................... 57 vii LIST OF FIGURES Page 1. Social –Ecological Framework of Bullying adapted from Espelage
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