Bullying among girls in Japan and Hong Kong: An examination of the frustration-aggression model

Bullying among girls in Japan and Hong Kong: An examination of the frustration-aggression model

• Tam, Frank Wai Ming Chinese University of Hong Kong
• Taki, Mitsuru National Institute for Educational Policy Research in Japan, Tokyo

Educational Research & Evaluation, 13(4), 373-399, 2007

Routledge

2007

• B Human Behaviour
  • BE Behavioural Problems, Unruly & Criminal Behaviours, Juvenile Delinquency, Children & Youth at Risk, Triad Society
• P Social Context of Education
  • PB Comparative Education

Secondary Schools Elementary Schools Bullying Females Structural Equation Models Foreign Countries Data Analysis Aggression Stress Variables Comparative Analysis Hong Kong Japan

• Hong Kong
• Japan

• 1997.7 onwards

• Primary Education
• Secondary Education

One widely accepted explanation of bullying, known as the aggressive-motive thesis, assumes that bullying is a form of aggressive behaviour triggered by external stress. However, recent evidences have suggested a different explanation, known as the frustration-aggression thesis, which asserts that bullying is a psychological defense triggered by external stress to reduce anxiety. The present investigation is an attempt to compare school bullying in Japan and Hong Kong and to find out whether the frustration-aggression thesis is applicable in the schooling context of both societies. Data analysis using structural equation modeling was based on 703 girls selected from 13 primary and 6 junior secondary schools in Japan and 2,477 girls selected from 21 primary and 19 secondary schools in Hong Kong. Results of the analysis suggest that girl bullying in Japan can be explained by the frustration-aggression thesis but that girl bullying in Hong Kong can be explained by the aggressive-motive thesis. The reasons behind the different bullying mechanisms are suggested, but further investigations are needed to uncover the underlying causes.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13803610701702894]

• English

Journal Articles

• 13803611

• 10.1080/13803610701702894

https://bibliography.lib.eduhk.hk/en/bibs/8bc8ff62

2010-09-06