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1.
William J. Hall 《Psychology in the schools》2016,53(9):984-1000
This article describes the development and preliminary validation of the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM). The development of the BullyHARM involved a number of steps and methods, including a literature review, expert review, cognitive testing, readability testing, data collection from a large sample, reliability testing, and confirmatory factor analysis. A sample of 275 middle school students was used to examine the psychometric properties and factor structure of the BullyHARM, which consists of 22 items and six subscales: physical bullying, verbal bullying, social/relational bullying, cyber‐bullying, property bullying, and sexual bullying. First‐order and second‐order factor models were evaluated. Results demonstrate that the first‐order factor model had superior fit. Results of reliability testing indicate that the BullyHARM scale and subscales have very good internal consistency reliability. Findings indicate that the BullyHARM has good properties regarding content validation and respondent‐related validation, and is a promising instrument for measuring bullying victimization in school. 相似文献
2.
The purpose of this study was to examine the perceived severity of school bullying among participants with different roles (victims, bullies, bullies/victims and non-involved individuals) and to determine whether interactions between type of bullying and participant roles exist. Two Olweus-like global items and a revised School Bullying Severity Scale for elementary students were used in this study. A total of 1816 valid surveys completed by students in grades 5 and 6 (mean age = 11.5, SD = .84) were collected. Data were analysed using a mixed-model two-way ANOVA. The results revealed a significant main effect of type of bullying. Physical and verbal bullying were perceived as more severe than relational and cyberbullying. A significant two-way interaction between bullying category and participant role was also identified. Bullies did not perceive the four types of victimisation behaviours differently, whereas victims and bullies/victims both rated physical victimisation as most severe and cyber-victimisation as least severe. However, effect sizes were small. Implications for bullying prevention and intervention are discussed. 相似文献
3.
School bullying has been investigated by looking at either the frequency of bullying or the perceived severity of being bullied. However, the relationship between these two constructs needs further clarification. The aim of this study was to clarify the connections between the frequency and the perceived severity of being bullied for bullying intervention and prevention, and examine gender differences in these two constructs. The participants consisted of 1423 secondary school students in southern Taiwan. The 21-item School Bullying Scales with Frequency and Severity were administered. Using Rasch analysis, the two subscales of frequency and severity were aligned on the interval logit scale to yield four quadrants. Results showed that the two latent traits derived from the two subscales had a weak correlation (r = ?.11). Some bullying behaviours, including ‘one’s friendship being ruined’, ‘belongings taken without permission’, ‘being hit and kicked’, ‘being spoken ill of in public’, and ‘being ostracised’, were perceived as the most severe and most frequent behaviours. Boys reported to be more frequently bullied than girls were, whereas girls perceived bullying to be more severe than boys did. It was suggested that bullying behaviours perceived as higher severity and frequency deserve greater attention. 相似文献
4.
This purpose of this paper is to identify risk profiles of youth who are victimized by on- and offline harassment and to explore the consequences of victimization on school outcomes. Latent class analysis is used to explore the overlap and co-occurrence of different clusters of victims and to examine the relationship between class membership and school exclusion and delinquency. Participants were a random sample of youth between the ages of 12 and 18 selected for inclusion to participate in the 2011 National Crime Victimization Survey: School Supplement. The latent class analysis resulted in four categories of victims: approximately 3.1% of students were highly victimized by both bullying and cyberbullying behaviors; 11.6% of youth were classified as being victims of relational bullying, verbal bullying and cyberbullying; a third class of students were victims of relational bullying, verbal bullying and physical bullying but were not cyberbullied (8%); the fourth and final class, characteristic of the majority of students (77.3%), was comprised of non-victims. The inclusion of covariates to the latent class model indicated that gender, grade and race were significant predictors of at least one of the four victim classes. School delinquency measures were included as distal outcomes to test for both overall and pairwise associations between classes. With one exception, the results were indicative of a significant relationship between school delinquency and the victim subtypes. Implications for these findings are discussed. 相似文献
5.
Baki Duy 《Psychology in the schools》2013,50(10):987-1002
In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers’ awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors. 相似文献
6.
Çiğdem Topcu Ali Yıldırım Özgür Erdur-Baker 《International journal for the advancement of counseling》2013,35(2):139-151
Cyber bullying is an emerging form of peer bullying, becoming prominent especially over the past decade. The aim of this study was to investigate through interviews the perceptions of Turkish high school students about cyber bullying. The sample consisted of six male and one female high school students all aged 15 years who identified as being active in cyber bullying. Findings were grouped under four main headings; acts of cyber bullying, reasons for cyber bullying, characteristics of cyber bullies and victims, and suggestions to prevent cyber bullying. The results were discussed in the light of relevant literature. 相似文献
7.
Wei-Ru Chen 《Educational studies》2019,45(4):480-496
The current scales for self-blame are not suitable for school bullying scenarios and most lack validity. This study used a self-developed scale to measure bullied victims’ tendency to self-blame and further examined whether victims and bully/victims exhibited different tendencies toward self-blame under both bullied and generalized scenarios. The study consisted of 1,320 student participants from grades five to nine. The research instrument was a self-constructed bullied-victim self-blame scale (BSS), and the results were analyzed using the Rasch rating scale model. The Rasch results showed strong evidence of BSS reliability and validity. The results indicated that participants’ self-blaming tendency scores were positively correlated with depression (r = .31). In addition, participants’ self-blaming scores in relational bullying were higher than those in verbal and physical bullying. The self-blaming tendency of bully/victims under bullied scenarios was higher than that of victims, but no difference was found between bully/victims and victims for generalised scenarios. The participants’ tendency to self-blame under generalised scenarios was significantly higher than under bullied scenarios. The tendencies of various roles to self-blame under different scenarios and the self-blaming counselling strategies for victims are discussed at the end of this study. 相似文献
8.
Barbara Houbre Cyril Tarquinio Isabelle Thuillier Emmanuelle Hergott 《European Journal of Psychology of Education - EJPE》2006,21(2):183-208
Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or
mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe,
2001). The three studies conducted here reveal some of the characteristics and implications of this type of aggression. Whether
the attacker (s) or the attacked, all protagonists in a bullying episode suffer the consequences of this behavior. Study 1
showed that students who were both victims and bullies had the lowest self-concepts in all areas studied. Victims exhibited
inferior self-concepts to bullies, who in turn obtained lower scores than students not involved in bullying at all. Study
2 showed, as expected, that the group of bully/victims reported more psychosomatic problems than all other groups. In addition,
there was a positive link between behavioral problems and the onset of psychosomatic disorders. Study 3, which was mainly
exploratory, looked at the traumatic impact of bullying and the emergence of addictive behavior. Children who had vivid memories
of being the victim of an aggressive act manifested a high level of post-traumatic stress, although no link was observed between
post-traumatic stress and the type of aggression (physical, verbal, or relational). A dependency relationship was found between
post-traumatic stress and substance use. The results of these studies suggest that the many complexities of the different
protagonists of bullying should be taken into account in view of developing servicing that is geared to each individual. 相似文献
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11.
Tony Branwhite 《教育心理学》1994,14(1):59-71
A sample of 836 adolescent students, in their first year of secondary education, completed a 14‐item forced‐choice questionnaire to provide information on their exposure to first‐hand experience of bullying and a range of other life events. Analysis of the data revealed support for levels of physical abuse indicated in other surveys of English secondary students, but yielded the highest level of verbal abuse yet reported in a school‐based study. Much more peer abuse was reported at secondary level than had been linked to the primary phase of the students’ education. Males recorded a significantly higher incidence of exposure to physically loaded events and both sexes recorded that they had been exposed to a range of life events which extended far beyond bullying. The results are discussed in the light of the research literature on both bullying and life events, and suggestions for student support are provided. 相似文献
12.
Massimo Santinello Alessio Vieno Roberto De Vogli 《European Journal of Psychology of Education - EJPE》2011,26(2):235-246
The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data
were taken from the “Health Behaviour in School Aged Children” project, a cross-sectional survey investigating health behaviours
among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher
unfairness and others confounding factors were measured through a self-administered questionnaire filled out by a representative
sample of 4,386 (48.4% males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics,
socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness
showed a significant association with being a bully (OR = 1.59; CI = 1.40–1.80) and a bully or victim (OR = 1.47; CI = 1.21–1.78).
This relationship remained significant after additional adjustment for several potential confounding factors. Results show
that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying
behaviour among early adolescents. 相似文献
13.
AbstractThe present research was conducted to explore the relationship between bullying and parenting styles in an incidental sample of 626 high school students (49.7% girls). The information was collected by means of a self-report questionnaire that contained two instruments: European Bullying Intervention Project Questionnaire and Scale for the assessment of the parenting styles of mothers and fathers of adolescents. The results show statistically significant differences in the perception of parenting styles between the students involved and not involved in bullying and between the different kinds of involvement. Different dimensions of parenting styles are also categorized as being risk or protective factors of bullying involvement. In agreement with the previous research, we have specifically found that perception of parenting styles (especially behavioural control and affection and communication) is significantly related to bullying involvement, especially regarding the role of aggressor. 相似文献
14.
根据研究和访谈结果,编制中学生班级集体效能感初测问卷,对194名中学生进行测试,结果用于探索性分析。对1773名中学生的测试结果用于验证性因素分析。159人完成重测,359人同时完成校标检验。探索性因素分析获得获得四个因素：合作、能力、预期和努力,解释了总变异的52．62％;验证性因素分析显示,四因素模型的各项参数达到可接受的水平;量表的内在一致性α系数和分半信度分别为0．878和0．859,重测信度为0．703,采用高峰强等人的集体效能信念量表作为班级集体效能感测量的效标,结果相关系数为0．541。因此,该量表具有较好的信效度,可应用于中学生群体。 相似文献
15.
The aims of this study were to examine the mediating effect of bullying involvement on the relationships between body mass index (BMI) and mental health problems, including social phobia, depression, suicidality, and low self-esteem among adolescents in Taiwan. The moderation effect of sex on the mediating role of bullying involvement was also examined. Five thousand two hundred and fifty-two students of high schools completed the questionnaires. Victimization and perpetration of passive and active bullying were assessed using the Chinese version of the School Bullying Experience Questionnaire. BMI was calculated from self-reported weight and height measurements. The Social Phobia Inventory, the Mandarin Chinese version of the Center for Epidemiological Studies-Depression Scale, the suicidality-related questionnaire from the epidemiological version of the Kiddie-Schedule for Affective Disorders and Schizophrenia, and the Rosenberg Self-Esteem Scale were applied to assess social phobia, depression, suicidality, and low self-esteem, respectively. The mediating effect of bullying involvement on the associations between increased BMI and mental health problems was examined by the Sobel test. The moderation effect of sex on the mediating role of bullying involvement was tested by the multiple-group structural equation model. Victimization of passive and active bullying and perpetration of passive bullying, but not perpetration of active bullying, had a mediating effect on the relationships between increased BMI and all four mental health problems. Sex did not have a significant moderation effect on the mediating role of bullying involvement. Bullying involvement should be a target of prevention and intervention in developing a strategy to improve mental health among adolescents with increased BMI. 相似文献
16.
U.S. SCHOOLS are currently addressing bullying and its effects on children. Bullying is characterized as repetitive verbal teasing, threatening, physical intimidation, demeaning others, violent acts, torture, and other forms of verbal and physical aggression (Smith and Sharp, 1994a). Little is known about bullying and its impact on deaf children. Measures to describe and quantify bullying factors in this population should be developed and validated that address characteristics of deaf victims and bullies, various types of school settings deaf children attend, bullying dynamics that may be unique to this population and its peers, and other environmental factors. The presence of disabilities besides deafness, social support systems of deaf children and their families, sociocultural background, degree of hearing loss, parental educational levels and occupations, socioeconomic status, and linguistic backgrounds should also be considered. This discussion highlights issues and precautions concerning future directions for studying bullying with deaf children. 相似文献
17.
参照澳大利亚教育研究评议会《学校生活质量量表（QSLS）（中学版）》,结合中职生学校生活现状,编制《中职生学校生活质量评定量表》,对426名中职生进行测试,并对测试结果进行了探索性因素分析.研究结果表明：中职生学校生活质量包含学校认同感、校园环境、自我认知、同伴关系、师生关系、成就感、积极情感和消极情感8个因子.利用新量表进一步对468名中职生进行测试,对测试结果进行验证性因素分析,发现模型拟合度较好.量表具有良好的信度与效度,可以作为中职生学校生活质量评定的工具. 相似文献
18.
This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a 36-item scoring scheme. Overall schools had 52% of the items in their policies. Most schools included reference to physical, verbal, relational, material and cyberbullying but a minority mentioned racist, homophobic, sexual, adult/teacher–pupil bullying or bullying related to disability or religion. There was considerable variation in the source and quality of the definitions of bullying. Overall the policy scores compared favourably with earlier studies carried out in England, however a low percentage of Northern Ireland policies gave detailed information about how incidents of bullying would be recorded, who would coordinate this, and how the data would be used to evaluate the effectiveness of the policy. Findings are discussed in relation to the proposed new anti-bullying legislation currently being brought before the Northern Ireland Assembly. 相似文献
19.
Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed. 相似文献
20.
A series of 48 vignettes of bullying was constructed by crossing (a) four kinds of social contact (physical aggression, verbal aggression, relational aggression, and non-aggression) with (b) male and female bullies, (c) male and female and victims, and (d) reaction of the victim (aggressive, passive, and no reaction). Teachers rated vignettes for seriousness. Physical aggression was perceived as more serious than any other kind of bullying, and vignettes that depicted female bullies and male victims were perceived as least serious across all kinds of bullying. Results are discussed in terms of applied implications for teachers in school settings and directions for future research. 相似文献