박사

Childs empathy and social problem-solving affecting bystanders defending behaviors against bullying mediated through peer acceptance

김희숙 2016년
논문상세정보
' Childs empathy and social problem-solving affecting bystanders defending behaviors against bullying mediated through peer acceptance' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • child-rated child’s empathy
  • defending behaviors
  • self-perceived peer acceptance
  • social problem solving
  • teacher-rated child’s empathy
  • 교사평정 아동의 정서적 공감
  • 방어행동
  • 사회적 문제해결
  • 아동평정 아동의 정서적 공감
  • 인식된 또래 수용도
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
81 0

0.0%

' Childs empathy and social problem-solving affecting bystanders defending behaviors against bullying mediated through peer acceptance' 의 참고문헌

  • Youth Violence Prevention Foundation (2012). The National Survey on Violence in 2011, Seoul, Korea. Reported in Korean Language.
  • Wentzel, K. R., Filisetti, L., & Looney, L. (2007). Adolescent prosocial behavior: The role of self‐processes and contextual cues. Child Development, 78(3), 895-910.
  • Warden, D., & Mackinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problemsolving strategies. British Journal of Developmental Psychology, 21(3), 367-385.
  • Vaillancourt, T., Hymel, S., & McDougall, P. (2003). Bullying is power: Implications for school-based intervention strategies. Journal of Applied School Psychology, 19(2), 157-176.
  • Vaillancourt, T., & Hymel, S. (2006). Aggression and social status: The moderating roles of sex and peer‐valued characteristics. Aggressive Behavior, 32(4), 396-408.
  • Spivack, G., Shure, M.B., & Platt, J.J. (1985). Means-Ends Problem Solving (MEPS). Stimuli and Scoring Procedure. Unpublished manuscript, Hahnemann University, Prevention Intervention Research Center, Philadelphia, PA.
  • Spivack, G., Platt, J.J., & Shure, M.B. (1976). The problem-solving approach to adjustment: A guide to research and intervention, San Francisco: Jossey- Bass Publishers.
  • Spivack, G., & Shure, M.B. (1982). The cognition of social adjustment: Interpersonal cognitive problem solving thinking. In Lahey, B.B. & Kazdin, A.E. (Eds), Advances in Clinical Child Psychology (pp.323-372). New York and London: Plenum Press.
  • Spivack, G., & Shure, M.B. (1974). Social adjustment of young children: A cognitive approach to solving real-life problems. American Psychological Association.
  • Son, S. (2001). Mother’s parenting behavior and children’s interpersonal problem solving as predictors for peer competence. Unpublished manuscript. Department of Child and Family Studies, Yonsei University. Reported in Korean Language.
  • Smith, P. K., Swettenham, J., & Monks, C. P. (2003). Aggressors, victims, and defenders in preschool: Peer, self-, and teacher reports. Merrill-Palmer Quarterly, 49(4), 453-469.
  • Sim, H.O. (2008). Bullying situations: Gender difference in social status and social emotions of participant roles. Korean Journal of Child Studies 29(3), 191-205. Reported in Korean Language.
  • Shure, M.B., & Spivack, G. (1972). Means-ends thinking, adjustment, and social class among elementary-school-aged children. Journal of Consulting and Clinical Psychology, 38(3), 348-353.
  • Shure, M.B. (1980). Interpersonal Problem Solving in Ten-year-olds. Final grant report to the National Institute of Mental Health (Grant #R01 MH 27741).
  • Shim, H.O. (2005). A cross-sectional and short-term longitudinal study on bullying/victimization and interpersonal behavior characteristics: The participant roles approach. Korean Journal of Child Studies, 26(5), 263- 279. Reported in Korean Language.
  • Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40(5), 668-676.
  • Salmivalli, C., Lagerspetz, K., Bj rkqvist, K., sterman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive behavior, 22(1), 1-15.
  • Salmivalli, C., & Voeten, M.(2004). Connections between attitudes, group norms, and behavior in bullying situations. International Journal of Behavioral Development, 28, 246-258.
  • Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120.
  • Salmivalli, C (1999). Participant role approach to school bullying: Implications for interventions. Journal of Adolescence, 22, 453-459.
  • Ruggieri, S., Friemel, T., Sticca, F., Perren, S., & Alsaker, F. (2013). Selection and influence effects in defending a victim of bullying: The moderating effects of school context. Procedia-Social and Behavioral Sciences, 79, 117-126.
  • Rubin, K.H., & Kransor, L.R.(1986). Social-cognitive and social behavioral perspectives on problem solving. In: M. Perlmutter (ed.), The Minnesota Symposium on Child Psychology, vol.18. Hillsdale, NY:Erlbaum.
  • Rose, A.J., & Rudolph, K.D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132, 98-131.
  • Rigby, K., & Johnson, B. (2006). Expressed readiness of Australian schoolchildren to act as bystanders in support of children who are being bullied. Educational psychology, 26(3), 425-440.
  • Rigby, K., & Johnson, B. (2005). Student Bystanders in Australian Schools. Pastoral Care in Education, 23(2), 10-16.
  • Richard, B.A. & Dodge, K.A. (1982). Social maladjustment and problem solving in school- aged children. Journal of Consulting and Clinical Psychology, 50, 226-233.
  • Prinstein, M. J., & Dodge, K. A. (Eds.). (2008). Understanding peer influence in children and adolescents. Guilford Press.
  • Pozzoli, T., & Gini, G. (2010). Active defending and passive bystanding behavior in bullying: The role of personal characteristics and perceived peer pressure. Journal of Abnormal Child Psychology, 38, 815-827.
  • Pellegrini, D. S. (1985). Social cognition and competence in middle childhood. Child Development, 253-264.
  • Park, H.A. (2010). A study on the group activity to improve social skills, peer acceptance and interpersonal problem solving skills of preschoolers. Unpublished manuscript, Department of Child Psychotherapy, Han Yang University Graduate School, Seoul, Korea. Reported in Korean Language.
  • Pakaslahti, L. & Keltikangas-J rvinen, L. (1996). Social acceptance and the relationship between aggressive problem-solving strategies and aggressive behavior in 14-year-old adolescents. European Journal of Personality, 10, 249-261.
  • P yh nen, V., Juvonen, J., & Salmivalli, C. (2010). What does it take to stand up for the victim of bullying?: The interplay between personal and social factors. Merrill-Palmer Quarterly, 56(2), 143-163.
  • Olweus, D. (2003). A profile of bullying at school. Educational leadership, 60(6), 12-17.
  • Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program. Journal of child psychology and psychiatry, 35(7), 1171-1190.
  • Oh, W.J., & Lee, E.H. (2000). The relationships between children’s friendship characteristics and self-perception. Yonsei Journal of Human Ecology, 14, 36-48. Reported in Korean Language.
  • Oberle, E., Schonert-Reichl, K.A., & Thomson, K.C. (2010). Understanding the link between social and emotional well-being and peer relations in early adolescence: Gender- specific predictors of peer acceptance. Journal of Youth and Adolescence, 39(11), 1330-1342.
  • O'Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22(4), 437-452.
  • Newman, R.S., & Murray, B.J. (2005). How students and teachers view the seriousness of peer harassment: When is it appropriate to seek help? Journal of Educational Psychology, 97(3), 347-365.
  • Newcomb, A.F., Bukowski, W.M., & Pattee, L. (1993). Children's peer relations: a meta- analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113(1), 99.
  • Muth n, L.K., & Muth n, B.O. (2010). 1998–2010 Mplus user‘s guide. Muth n and Muth n.
  • Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35.
  • Menesini, E., Codecasa, E., Benlli,B., & Cowie, H. (2003). Enhancing children’s responsibility to take action against bullying: Evaluation of a befriending intervention in Italian middle schools. Aggressive behavior, 29, 1-14.
  • Medsker, G. J., Williams, L. J., & Holahan, P. J. (1994). A review of current practices for evaluating causal models in organizational behavior and human resources management research. Journal of Management, 20(2), 439-464.
  • Marsh, H.W., Relich, J.D., & Smith, I.D. (1983). Self-concept: The construct validity of interpretations based upon the Self-Description Questionnaire (SDQ). Journal of Personality and Social Psychology, 45(1), 173-187.
  • Marsh, D.T., Serafica, F.C., & Barenboim, C. (1981). Interrelationships among perspective taking, interpersonal problem solving, and interpersonal functioning. Journal of Genetic Psychology, 138, 37-48.
  • Marsh, D.T. (1982). The development of interpersonal problem solving among elementary school children. The Journal of Genetic Psychology, 140(1), 107-118.
  • Lochman, J. E., & Dodge, K. A. (1994). Social-cognitive processes of severely violent, moderately aggressive, and nonaggressive boys. Journal of Consulting and clinical psychology, 62(2), 366.
  • Lee, S.Y. (2013). School bullying: Need for bystander intervention and change of social context. The Korean Journal of School Psychology, 10(1), 59- 82. Reported in Korean Language.
  • Lee, S., Kim, C. J., & Kim, D. H. (2013). A meta-analysis of the effect of schoolbased anti-bullying programs. Journal of Child Health Care, 1367493513503581. Reported in Korean Language.
  • Ladd,G.W.,& Profilet,S.M.(1996).TheChild BehaviorScale:A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors.Developmentalpsychology,32(6),1008.
  • LaFontana, K.M., & Cillessen, A.H. (2002). Children's perceptions of popular and unpopular peers: a multimethod assessment. Developmental Psychology, 38(5), 635.
  • Krebs, D.,& Sturrup, B.(1982). Role-taking ability and altruistic behavior in elementary school children. Journal of Moral Education, 11, 94-100.
  • Krebs, D., & Sturrup, B. (1982). Role‐Taking Ability and Altruistic Behaviour in Elementary School Children. Journal of Moral Education, 11(2), 94- 100.
  • Kochenderfer, B.J., & Ladd, G.W. (1997). Victimized children's responses to peers' aggression: Behaviors associated with reduced versus continued victimization. Development and psychopathology, 9(01), 59-73.
  • Kochenderfer, B.J., & Ladd, G.W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67(4), 1305- 1317.
  • Kleon, S., & Rinehart, S. (1998). Leadership skill development of teen leaders. Journal of Extension, 36(3), Article No. 3RIB1.
  • Kim, H.W. (2011). Psychological and school maladjustment resulted by peer rejection and peer victimization among elementary, middle, and high school students. Korea Youth Research Association, 18(5), 321-356. Reported in Korean Language.
  • Kim, H.J. (2010). A comparison between children’s high and low leadership in respect to emotional intelligence and interpersonal problem-solving strategies. Unpublished manuscript, Department of Child and Family Studies, Yonsei University Graduate School, Seoul, Korea. Reported in Korean Language.
  • Kim, E.A., & Lee, S.Y. (2011). The role of empathy, self-efficacy, and belief in classroom norm in defending behaviors among middle school students. The Korean Journal of Developmental Psychology, 24(1), 59-77. Reported in Korean Language.
  • Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112(6), 1231-1237.
  • Juvonen, J., & Galv n, A. (2008). Peer influence in voluntary social groups: Lessons from research on bullying. Dodge, Kenneth A. (Ed), Understanding Peer Influence in Children and Adolescents. Duke series in child development and public policy, (pp.225-244). New York: Guilford Press.
  • Jordan, K., & Austin, J. (2012). A review of the literature on bullying in US schools and how a parent–educator partnership can be an effective way to handle bullying. Journal of aggression, maltreatment & trauma, 21(4), 440-458.
  • Hymel, S., Schonert-Reichl, K.A., Bonanno, R.A., Vaillancourt, T, & Rocke Henderson, N. (2010). Bullying and morality. Understanding how good kids can behave badly. In: Jimerson SR, Swearer SM, Espelage DL, editors. Handbook of bullying in schools. An international perspective. (pp. 101–118). New York: Routledge.
  • Hoaglin, D. C., Iglewicz, B., & Tukey, J.W. (1986) Performance of some resistant rules for outlier labeling. Journal of the American Statistical Association, 81, 991-999.
  • Hermann, K.S., & Betz, N.E., (2004). Path model of the relationships of instrumentality and expressiveness to social self-efficacy, shyness, and depressive symptoms. Sex Roles: A Journal of Research, 51, 55-66.
  • Heppner, P.P., & Krauskopf, C.J. (1987). An information-processing approach to personal problem solving. The Counseling Psychologist, 15, 371-447.
  • Hektner, J.M., & Swenson, C.A. (2012). Links from teacher beliefs to peer victimization and bystander intervention: Tests of mediating process. Journal of Early Adolescence, 32(4), 516-536.
  • Hawkins, D., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512-527.
  • Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: a meta‐analytic review of cross‐sectional studies. Journal of child psychology and psychiatry, 41(4), 441-455.
  • Harter, S. (1999). The construction of the self: A developmental perspective. Guilford Press.
  • Gottfredson, D. C., Gottfredson, G. D., & Hybl, L. G. (1993). Managing adolescent behavior a multiyear, multischool study. American Educational Research Journal, 30(1), 179-215.
  • Gini, G., Pozzoli, T., & Hauser, M. (2011). Bullies have enhanced moral competence to judge relative to victims, but lack moral compassion. Personality and Individual Differences, 50(5), 603-608.
  • Gini, G., Albiero, P., Benelli, B., & Alto , G. (2008). Determinants of adolescents’ active defending and passive bystanding behavior in bullying. Journal of Adolescence, 31, 93-105.
  • Gini, G., Albiero, P., Benelli, B., & Alto , G. (2007). Does empathy predict adolescents' bullying and defending behavior? Aggressive Behavior, 33(5), 467-476.
  • Gini, G. (2006). Social cognition and moral cognition in bullying: What's wrong?. Aggressive Behavior, 32(6), 528-539.
  • Geiser, C. (2012). Data analysis with Mplus. Guilford Press.
  • Gee, S. H., Koo, B.Y., Bae, J.M., Jung, I.J., Lee, S.H., Kim, E.Y., Kim, T.S., Park, J.Y., & Heo, J.S. (2007). A study on the Establishment of Prevention Program for Adolescent Suicides, The Korea Journal of Youth Counseling, 134, Korea Youth Counseling & Welfare Institute(KYCI). Reported in Korean Language.
  • Garandeau, C. F., & Cillessen, A. H. (2006). From indirect aggression to invisible aggression: A conceptual view on bullying and peer group manipulation. Aggression and violent behavior, 11(6), 612-625.
  • Garaigordobil, M. (2009). A comparative analysis of empathy in childhood and adolescence: Gender differences and associated socio-emotional variables. International Journal of Psychology and Psychological Therapy, 9(2), 217-235.
  • Galinsky, A.D., Maddux, W.W., Gilin, D., & White, J.B. (2008). Why it pays to get inside the head of your opponent. Association for Psychological Science, 19(4), 378-384.
  • Fukuyama, M. A., & Greenfield, T. K. (1983). Dimensions of assertiveness in an Asian-American student population. Journal of Counseling Psychology, 30(3), 429.
  • Fekkes, M., Pijpers, F.I., & Verloove-Vanhorick, S.P. (2005). Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20(1), 81-91.
  • Eum, J.W. (2008). Relations of preschoolers’ theory of mind, interpersonal problem-solving strategies, and peer acceptance. Unpublished manuscript, Department of Child and Family Studies, Yonsei University Graduate School, Seoul, Korea. Reported in Korean Language.
  • Espelage, D.L., Mebane, S.E., & Adams, R.S. (2004). Empathy, caring and bullying: Toward an understanding of complex associations. Bullying in American Schools: A Social-ecological Perspective on Prevention and Intervention, 37-61.
  • Espelage, D.L., & Swearer, S.M. (2003) Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365-383.
  • Erozkan, A. (2013). The effect of communication skills and interpersonal problem solving skills on social self-efficacy. Educational Sciences: Theory & Practice, 13(2),739-745.
  • Eisenberg-Berg, N., & Lennon, R. (1980). Altruism and the assessment of empathy in the preschool years. Child Development, 552-557.
  • Eisenberg, N., Fabes, R.A., Karbon, M., Murphy, B.C., Wosinski, M., Polazzi, L., Garlo, G., & Juhnke, C. (1996). The relations of children’s dispositional prosocial behavior to emotionality, regulation, and social functioning. Child Development, 67, 974-992.
  • Eisenberg, N., & Fabes, R.A. (1998). Prosocial development. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of Child Psychology, vol. 3: Social, Emotional, and Personality Development (5th ed., pp. 701- 778). New York: John Wiley.
  • Eisenberg, N. (2015). Altruistic Emotion, Cognition, and Behavior. Psychology Library Editions: Emotion. Vol. 5. Psychology Press.
  • Eisenberg, N. (2003). Prosocial behavior, empathy, and sympathy. Well-being: Positive development across the life course, 253-265.
  • Dodge, K.A. (1983). Behavioral antecedents of peer social status. Child Development, 54, 1386-1399.
  • D'Zurilla, T.J., & Maydeu-Olivares, A. (1995). Concept: An methodological issues in social problem-solving assessment. Behavior Therapy, 26, 409- 432.
  • D'Zurilla, T.J., & Chang, E.C. (1995). The relations between social problem solving and coping. Cognitive therapy and research, 19(5), 547-562.
  • Crick, N. R. & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74.
  • Correia, I., & Dalbert, C. (2008). School bullying: Belief in a personal just world of bullies, victims, and defenders. European Psychologist, 13(4), 248-254.
  • Coie, J.D., & Dodge, K.A. (1998). Aggression and antisocial behavior. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.). Handbook of Child Psychology, Vol. 3; Social, Emotional, and Personality Development (pp. 547–641). New York: Wiley.
  • Cohen, D., & Strayer, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32, 988-998.
  • Cillessen, A., & Rose, A.J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science (American Psychological Society), 14(2), 102–105.
  • Cillessen, A., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75(1), 147-163.
  • Chang, E.C., D’Zurilla, T.J., & Sanna,L.J. (2004). Introduction: Social problem solving for the real world. E.C. Chang, TmL. D’Zurilla, L.J.Sanna (Eds.), Social Problem Solving: Theory, Research, and Training, American Psychological Association, Washington, DC (2004), 3-7.
  • Cha, Y.H., & Park, K.J. (2011). Participant roles in peer bullying and social understanding among grade school children. Korean Association of Lifespan Studies, 1(1), 47-67. Reported in Korean Language.
  • Causey, D.L., & Dubow, E.F. (1992). Development of a Self-Report Coping Measure for Elementary School Children. Journal of Clinical Child Psychology, 21(1), 47-59.
  • Caravita, S., Gini, G., & Pozzoli, T. (2012). Main and moderated effects of moral cognition and status on bullying and defending. Aggressive Behavior, 38(6), 456-468.
  • Caravita, S., Di Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18(1), 140-163.
  • Camodica, M., & Goossens, F.A. (2005). Children’s opinions on effective strategies to cope with bullying: The importance of bullying role and perspective. Educational Research, 47, 93-105.
  • Callaghan, S., & Joseph, S. (1995). Self-concept and peer victimization among schoolchildren. Personality and Individual Differences, 18(1), 161-163.
  • Borch, C., Hyde, A., & Cillessen, A.H. (2010). The role of attractiveness and aggression in high school popularity. Social Psychology of Education, 14 (1), 23–39.
  • Bj rkqvist, K., sterman, K., & Kaukiainen, A. (2000). Social intelligence – empathy = aggression? Aggression and Violent Behavior, 5(2), 191-200.
  • Bergeron, N., & Schneider, B. H. (2005). Explaining cross‐national differences in peer‐directed aggression: a quantitative synthesis. Aggressive Behavior, 31(2), 116-137.
  • Battistich, V., Solomon, D., Watson, M., Solomon, J., & Schaps, E. (1989). Effects of an elementary school program to enhance prosocial behavior on children's cognitive-social problem-solving skills and strategies. Journal of Applied Developmental Psychology, 10(2), 147-169.
  • Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and social psychology review, 3(3), 193-209.
  • Asher, S.R., & Renshaw, P.D. (1981). Children without friends: Social knowledge and social skills training. In S.R. Asher, & J.M. Gottman (Eds.). The Development of Children’s Friendships (pp.273-296). New York: Cambridge University Press.
  • Andreou, E., & Metallidou, P. (2004). The relationship of academic and social cognition to behavior in bullying situations among Greek primary school children. Educational Psychology, 24(1), 27-41.
  • An, J.Y. (2000). The Relationship between peer acceptance and both children’s empathy and interpersonal cognitive problem-solving skills. Unpublished manuscript, Department of Educational Psychology, Chung Ang University Graduate School, Seoul, Korea. Reported in Korean Language.