Effect of Cognitive Emotion Regulation Strategy on victimization of Peer Bullying: Mediating Effect of Social Support

Abstract

Objectives This study is designed to verify the mediating effect of social support in the circumstances that cognitive emotion regulation strategy of high school students influences victimization of peer bullying. Methods The subjects for this study were a total of 471 high schoolers residing in Seoul, Jeollabuk-do province and Jeju-do province. Windows SPSS 21.0 was applied for the data analysis such as reliablity anaysis and descrptive statistics. In order to anayze the mediating effect, Baron and Kenny method was adopted as analysis strategy for testing mediation hypotheses through three regressions. Results Firstly, cognitive emotion regulation strategy of high school students showed negative correlation with victimization of peer bullying while showing positive correation with social support. In addition, victimization of peer bullying displayed negative correation with social support. Secondly, it was proved that social support functioned as full mediator in the circumstaces that cognitive emotion regulation strategy affects victimization of peer bullying. Conclusions Through the research results we could propose a measure for high schoolers who plead they are victim of peer bullying: to help them utilize cognitive emotion regulation strategy and arrange a counter-measure to reduce peer bullying through enhancing social support.