Causes of School Bullying: Empirical Test of a General Theory of Crime, Differential Association Theory, and General Strain Theory

Autor/inn/en	Moon, Byongook; Hwang, Hye-Won; McCluskey, John D.
Titel	Causes of School Bullying: Empirical Test of a General Theory of Crime, Differential Association Theory, and General Strain Theory
Quelle	In: Crime & Delinquency, 57 (2011) 6, S.849-877 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0011-1287
DOI	10.1177/0011128708315740
Schlagwörter	Crime; Bullying; Cultural Influences; Etiology; Theories; Student Behavior; Peer Relationship; Longitudinal Studies; Foreign Countries; Youth; Punishment; Discipline; Stress Variables; Student Evaluation; Incidence; Self Control; Middle School Students; Teacher Behavior; South Korea + Suchen Sie Ihr Suchwort? Crimes; Delict; Delicts; Delikt; Mobbing; Cultural influence; Kultureinfluss; Ätiologie; Theory; Theorie; Student behaviour; Schülerverhalten; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Jugend; Jugendlicher; Jugendalter; Bestrafung; Disziplin; Schulnote; Studentische Bewertung; Vorkommen; Selbstbeherrschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher behaviour; Lehrerverhalten; Korea; Republik
Abstract	A growing number of studies indicate the ubiquity of school bullying: It is a global concern, regardless of cultural differences. Little previous research has examined whether leading criminological theories can explain bullying, despite the commonality between bullying and delinquency. The current investigation uses longitudinal data on 655 Korean youth, in three schools, to examine the applicability of leading criminological theories (general theory of crime, differential association theory, and general strain theory) in explaining school bullying. Overall, our findings indicate limited support for the generality of these three leading criminological theories in explaining the etiology of bullying. However, the findings show the significant effects of school-generated strains (teachers' physical and emotional punishment and examination related strain) on bullying. Directions for future research and policy implications of these findings are discussed. (Contains 4 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10