Bullying has become an increasingly grave social problem in Korea and, as such, researchers have attempted to identify the various factors involved in bullying, along with victimisation experiences, in adolescents. However, previous research has often been fragmentary, examining only the individual, family or school factors, thereby failing to take an ecological perspective that can provide a more in-depth understanding of the behaviour involved in bullying. Moreover, such studies often view bullying as a single type of behaviour rather than one composed of different subtypes that may have different causes. Therefore, this study examined the long-term effects of individual, family and school factors on bullying and victimisation experiences from a sample of 3,449 middle school students. Logistic regression analyses were employed in order to understand how various ecological factors influence youth bullying and victimisation experiences. The findings supported the hypothesis, which noted that the key factors varied with regard to the bullying and victimisation subtypes. Lastly, implications and future directions are discussed.

In this exploratory study, a representative community survey of 319 registered voters was conducted in the island of Guam to analyse the relationships between colonial debt (an internalised acceptance of colonisation), resistance to U.S. military presence, support for an impending U.S. military buildup in the island, and the perceived trustworthiness of information sources supportive of the buildup — that is, U.S. officials and the Pacific Daily News, a local newspaper. Results suggest that colonial debt was associated with less resistance to U.S. military presence, more support for the military buildup, and higher trustworthiness of two information sources supportive of the buildup. Resistance to U.S. military presence was linked with less support for the buildup and less trustworthiness of the two information sources. Implications and limitations are discussed.

The aim of this study was to investigate how academic emotions were related to cognitive and metacognitive strategy use. Secondary school students (N = 1,147) participated in this study and answered relevant questionnaires on academic emotions (enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) and the use of various cognitive (elaboration, organisation, and rehearsal) and metacognitive strategies (planning, monitoring, regulating). Results of the analyses indicated that students who experienced positive emotions were more likely to use different types of cognitive and metacognitive strategies. Negative academic emotions were found to be non-significant predictors of strategy use. Implications are discussed.