Objective

This study was conducted to identify the profiles of children who experience perpetration and victimization in school violence and to test whether individual- and relational factors may differentiate the identified profiles.

Method

This study targeted 4328 children in the 6 th -grade (47.8% female) extracted from the Seoul Education Longitudinal Study (SELS). Items used to measure school violence includes verbal violence, social exclusion, physical violence, spreading malicious rumors, extortion, coercion/threat. Those experiences were captured on the basis of frequency. Individual factors cover self-esteem and self-control, and relationship factors contain parent-child relationship and teacher-student relationship. Gender was introduced as a control variable. Latent Profile Analysis (LPA) was utilized to classify profiles, and a modified three-step procedure was used to verify individual and relational factors in created profiles of school violence.

Result

A three-profile solution was obtained: Exchanging rare verbal violence (90.20%), interpersonal victimization (7.50%), and inflicting violence (2.30%). First, higher levels of self-esteem made children less likely to belong to the interpersonal victimization group than exchanging rare verbal violence group. Second, greater selfcontrol made children less likely to belong to the inflicting violence group than the exchanging rare verbal violence group. Higher levels of self-control also increased the likelihood of children being placed in interpersonal victimization group rather than inflicting violence group. Third, cohesive and close parent-child relationship made children have a lower likelihood to be affiliated with the interpersonal victimization group than exchanging rare verbal violence group. Lastly, a cohesive and close teacher-student relationship made children less likely to belong to the inflicting violence group or interpersonal victimization group than exchanging rare verbal violence group.

Conclusion

The findings can guide how school-based violence prevention can be designed, including enhancing individual competencies (i.e., self-esteem and selfcontrol), by establishing regular training programs in school settings. In addition, findings that relationships with parents and teachers affect children's experiences of school violence suggest focusing not only on affected children but also on taking an approach that encompasses the organically connected relationships surrounding children. This could be achieved by developing and distributing relevant materials or various training programs for the purpose of building their cohesive and supportive relationship with children. Practical implications are discussed according to the findings.

中文翻译：

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检查学校暴力的概况及其与韩国儿童的个人和关系协变量的关系

客观的

进行这项研究的目的是确定在校园暴力中遭受犯罪和受害的儿童的概况，并测试个人和关系因素是否可以区分所确定的概况。

方法

本研究针对来自首尔教育纵向研究 (SELS) 的 4328 名 6 年级儿童（47.8% 女性）。用于衡量校园暴力的项目包括言语暴力、社会排斥、身体暴力、散布恶意谣言、敲诈勒索、胁迫/威胁。这些经验是根据频率捕获的。个体因素包括自尊和自我控制，关系因素包括亲子关系和师生关系。性别被引入作为控制变量。潜在档案分析 (LPA) 用于对档案进行分类，并使用修改后的三步程序来验证创建的校园暴力档案中的个人和关系因素。

结果

得到了一个三方面的解决方案：交换罕见的言语暴力（90.20%）、人际受害（7.50%）和施加暴力（2.30%）。首先，与交换罕见的言语暴力群体相比，较高的自尊水平使儿童不太可能属于人际受害群体。其次，与交换罕见的言语暴力组相比，更强的自我控制使儿童不太可能属于施加暴力组。更高水平的自我控制也增加了儿童被置于人际受害群体而不是施加暴力群体的可能性。第三，凝聚力和密切的亲子关系使儿童加入人际受害群体的可能性低于交流罕见的言语暴力群体。最后，

结论

研究结果可以指导如何设计基于学校的暴力预防，包括通过在学校环境中建立定期培训计划来提高个人能力（即自尊和自我控制）。此外，与父母和老师的关系影响儿童的校园暴力经历的研究结果表明，不仅要关注受影响的儿童，还要采取一种方法，包括围绕儿童的有机联系关系。这可以通过开发和分发相关材料或各种培训计划来实现，以建立他们与儿童的凝聚力和支持性关系。根据研究结果讨论了实际意义。