This study employed the Latent Class Analysis (LCA) for the categorization and hierarchical typing of middle school students' school violence victimization experience and looked at the difference between the groups according to school violence type; effect of various characteristic factors found in the LCA; their effect on each type through logistics regression; and any regulation effect of the relationships with teachers and friends on school violence victimization experience group in relation to psychological and emotional factors of depression, aggression, social withdrawal and self-esteem relationship.
This study investigated 2,351 third-year middle school students―the first-year middle school students' 3rd-year panel data(2012) of Korean Children & Youth Panel Survey(KCYPS), and Mplus 5.21 and SPSS 20.0 were employed for the study data analysis along with the LCA, Binomial Logistic Regression and Moderated Regression analysis. Based on these methods, the study found as follows;
First, LCA was performed to examine school violence victimization experience and, as a result, the students were divided into two latent class groups–low victimization experience group (96.9%) and high victimization experience group (3.1%).
Second, binomial logistic regression was implemented to examine factors influencing the types of school violence victimization experience and the characteristics of the two groups identified in the LCA analysis. As a result, the variables utilized were found to have significant correlation for the most part. However, in terms of sex, depression, abuse and relationship with friends only had correlation.
Third, in regards to the regulation effect of each type of school violence victimization experience group, the high and low victimization experience groups' abuse and noninterference were separated and the relationships with teachers and friends were tested by setting the social support on psychological and emotional factors' influence as a regulation effect. As a result, significant regulation effect was found with the relationship with teachers in depression, social withdrawal and self-esteem in the low victimization experience group. The relationship with friends showed significant regulation effect in relation to aggression, social withdrawal and self-esteem. Noninterference and social withdrawal showed significant regulation effect of relationship with teachers only on the low victimization experience group. Self-esteem showed significant regulation effect in the relationship with friends in the low victimization experience group.
The findings above are expected to provide important ground for systematic interference depending upon victimization types in consideration of adolescents' school violence victimization experience types and be used as an empirical data for predicting and assessing victimization experiencing groups. This study also presented theoretical, political and practical implications, study limitation and proposals to help parents of school violence victimized adolescents and teachers playing a supportive role in the field of school education prevent and reduce school violence.