A number of studies conducted have concluded that school bullying has become a global concern, regardless of cultural differences. In light of this fact, few studies have examined individual factors that affect bullying. The current study that will be discussed attempts to determine the cause of bullying using three main criminological theories, namely general crime theory, differential association theory, and general strain theory. Emphasis will be placed on conclusive data from the use of the general theory of constraints. Moon, Hwang, and McCluskey (2011) conducted a longitudinal study that involved analyzing data from two waves of questionnaires distributed to three separate schools across South Korea. The three schools were chosen based on the size of the population surrounding the schools. Two of these schools were located in cities with populations over 2.5 million, while the third school represented the most rural areas of South Korea, with a modest population of 600,000. Eighth grade students from each school were invited to participate in the study. The first waves of 900 questionnaires were distributed, and of these, 787 were completed. After one year, the second wave of questionnaires was distributed and a total of 655 questionnaires were collected from the students in the initial study. Thanks to these questionnaires, six types of tension were measured. These types of strains were family conflict, emotional and physical punishment from parents and teachers, financial stress, test stress, and criminal victimization (Moon, Hwang, & McCluskey, 2011). Agnew (2001) believed that these forms of tension were essential to show the chances of...... middle of paper...... the student may want to present themselves as nicer than they are actually is, or that it does. I don't remember the number of specific events as some questions ask. These are all reasons why the data from this testWorks is citedMoon, B., Hwang, H., and McCluskey, J.D. (2011). Causes of school bullying: empirical test of a general theory of crime, a theory of differential associations and a general theory of tensions. Crime and Delinquency, 57(6), 849-877. doi:10.1177/0011128708315740 Agnew, R. (2001). Building on the foundations of the general theory of tensions: specifying the types of tensions most likely to lead to crime and delinquency. Journal of Research in Crime and Delinquency, 38, 319-361. Kim, EJ, Kim, I. and Jung, T. (2001). Psychological vulnerabilities victimization to school bullying. Korean Journal of Clinical Psychology,20, 245-257