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1.
Pupils’ definitions of bullying 总被引：1，自引：0，他引：1
Suzanne Guerin Eilis Hennessy 《European Journal of Psychology of Education - EJPE》2002,17(3):249-261
Although there has been a growing interest in research on bullying in the last decade the majority of studies have used definitions of bullying and victimisation derived from researchers’ perceptions of the problem. The aim of the present study was to examine pupils’ definitions of bullying in school. The participants were 166 pupils in the top two years in five primary schools in Ireland (two in urban areas and three in rural areas). There were 89 male and 77 female participants, with a modal age of 12 years. An interview was designed to elicit pupils’ perceptions of the defining characteristics of bullying behaviour including (I) the behaviours described as bullying, (II) the importance of repetition, (III) the importance of intention, (IV) the effect on the victim, (V) the role of provocation and (VI) imbalance of power. The results suggest that repetition, intention, and a lack of provocation may not be central to pupils’ definitions of bullying. These results indicate some differences between pupils and researchers on what constitutes the most important defining characteristics of bullying. This suggests that approaches to bullying intervention programmes may need to be reconsidered in light of these findings. 相似文献
2.
This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-efficacy for assertion, self-efficacy for aggression, expectations that aggression will lead to rewards, expectations that aggression will lead to victim suffering, the value placed on rewards and the value placed on suffering in the victim) and two categories of academic cognition (self-efficacy for learning and performance and the self-regulatory strategies used while solving problems) were investigated in connection to six participant roles (bully, victim, assistant, reinforcer, defender and outsider). Results suggest that there are differential associations between cognitions and the roles that children take in bullying situations, according to gender. Academic self-efficacy combined with certain social cognitions predicted both victimisation and bullying behaviour. Self-regulatory strategies combined with social cognitions similar to victim's and bully's predicted both assistant and reinforcer behaviour, while none of the cognition measures predicted defender or outsider behaviour. Implications for interventions against bullying are briefly discussed. 相似文献
3.
Brian Moore 《Educational Psychology in Practice》2017,33(1):65-80
Anti-bullying strategies are significant approaches addressing bullying in schools, however their capacity to produce a reduction in bullying behaviour is open to question. This article examined a resilience-based approach to bullying. One hundred and five primary and high school students were surveyed using several standardised instruments. The study found that high school students reported more victimisation than primary students; that students reporting greater resilience; experienced less distress regarding bullying; that relatedness demonstrated a stronger negative correlation than mastery with distress levels to bullying; that students exhibiting greater emotional reactivity engaged in more bullying behaviour compared to others; and that a younger group exhibited greater resilience levels compared to an older group. The results support an evolutionary psychology view of bullying and suggest an operational definition of bullying in terms of power differentials within a relational context. Further examination and development of a resilience-based intervention model focused on developing a sense of relatedness is supported. 相似文献
4.
Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed. 相似文献
5.
Coping with bullying and victimisation among preadolescents: the moderating effects of self-efficacy
Constantinos M. Kokkinos Paraskevi Panagopoulou Ioanna Tsolakidou Evdoxia Tzeliou 《Emotional and Behavioural Difficulties》2013,18(2):205-222
Bullying and victimisation may result from ineffective coping with interpersonal stressors. However, little is known about the preadolescents who are most susceptible to dysfunctional coping styles. Self-efficacy beliefs may be one source of individual differences in coping among those involved in bullying and victimisation. The purpose of the present research was to examine whether links between bullying/victimisation and coping were moderated by self-efficacy beliefs. Participants were 262 Greek preadolescents who completed self-report assessments of bullying/victimisation, coping, and self-efficacy. Results indicated that self-efficacy moderated the association between bullying/victimisation and coping, in that greater use of ineffective coping (i.e., resignation, passive avoidance) predicted bullying and victimisation among preadolescents with moderate and low levels of social and emotional self-efficacy, whereas greater use of adaptive coping (i.e., positive self-instructions, social support) was reported by those with higher self-efficacy beliefs. Practical implications of the findings are discussed. 相似文献
6.
Bullying refers to several aspects of social interaction and communication. As a negative indicator of social inclusion, it has a high impact on students' well-being/health. Therefore, the present paper focuses on bullying of risk groups (gender, migration background, …), the influence of social relations on bullying and its context on school-well-being. 353 secondary school students (Austria) participated. Results indicated that boys were more likely to be bullies as well as victims. Regression analyses indicate that being female and positive teacher-student-relationships are significant predictors of being a bully less often and a positive peer-relationship is a predictor of being a victim less often. A negative correlation was found for both being a bully and being a victim and school-well-being. The findings highlight that social relations rather than being member of a minority group are important factors causing bullying and victimisation. Results will be discussed, taking into account methodological-analytical conditions. 相似文献
7.
Susan Goldsmid 《Emotional and Behavioural Difficulties》2013,18(4):423-434
This study examined whether attributional style for negative events plays a mediating or moderating role in the association between victimisation by bullying and psychological distress in young adults. A total of 127 undergraduate students completed the Attributional Style Questionnaire, a newly developed Victimisation and Bullying Inventory and the Psychological Distress subscale from the Mental Health Inventory. As expected, the tendency to attribute negative events to internal, stable and global causes predicted higher psychological distress. There was also a positive association between extent of victimisation and psychological distress. Although attributional style did not mediate in this relationship, there was evidence of moderation. Individuals with more negative attributional styles showed a clear association between victimisation and psychological distress, while those with less negative styles showed no association. These results suggest that a tendency towards a negative attributional style may increase the risk of psychological distress in victims of bullying. 相似文献
8.
Mai Beilmann 《British Journal of Sociology of Education》2017,38(8):1139-1151
Although it is arguably a fundamental democratic or human right of a child to feel safe at school, many children and adolescents have to face peer victimisation in schools on a daily basis, and occasionally through several levels of education. Long-term victimisation may have detrimental consequences for the victim, including a negative effect on educational attainment. This study provides an insight into the lives of five young people who have dropped out or are at risk of dropping out from Estonian vocational schools because of peer victimisation. The study is based on in-depth face-to-face personal interviews. Four superordinate themes with associated subthemes are addressed: ‘experience of victimisation’, ‘social context’, ‘lack of support’, and ‘quitting as a survival strategy’. The stories of the bullying victims reveal how the victimisation has shaped them and their educational pathways by compelling them to discontinue their vocational training. 相似文献
9.
Donna Cross Therese Shaw Melanie Epstein Natasha Pearce Amy Barnes Sharyn Burns Stacey Waters Leanne Lester Kevin Runions 《European Journal of Education》2018,53(4):495-513
Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects. 相似文献
10.
Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions 
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下载免费PDF全文 Eleni Andreou Eleni Didaskalou Anastasia Vlachou 《Journal of Research in Special Educational Needs》2015,15(4):235-246
This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull‐out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self‐efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion. 相似文献
11.
Claire Knowler 《教育心理学》2013,33(7):862-883
The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional learning initiative, including an anti-bullying component. Within schools, participants were randomly assigned to an intervention or a wait-list comparison group. Response to the intervention was found to be dependent on baseline levels of EL. Only children whose baseline level was low showed a significant reduction in peer-rated bullying behaviour. No effect of the intervention was detected on victimisation or adjustment scores, although positive changes in adjustment were associated with increased EL. 相似文献
12.
This paper investigates changes in bullying behaviour among pupils in 72 Norwegian compulsory schools two years after the schools completed an anti‐bullying program. A sample of 22 schools received eight lesson plans with material for staff to use to focus on the challenges of anti‐bullying during this period of two years. Another sample of 22 schools received the same lessons, and also received regular phone calls from a researcher between the lessons. A sample of 28 schools received no other attention than the surveys. We assumed that bullying would be lower in the schools which received follow‐up procedures than in the control schools. Results showed no overall change in mean victimisation scores (i.e., being the victim of bullying), although there was a slight but significant overall decrease in bullying scores (i.e., bullying others) (F = 12.58, p < .001). Our predictions of differences between the samples were not supported. One possible conclusion is that the follow‐up procedures offered were not sufficient to decrease bullying any further. Further research is needed to determine whether the lack of effect is due to the type of follow‐up measure or to implementation within schools. 相似文献
13.
The current study investigated whether the quality of school anti-bullying policies allows the drawing of any conclusions about the extent of bullying problems in schools. That is, do schools with a more detailed anti-bullying policy have lower rates of bullying? A total of 2377 children in primary schools (six year olds/year two: 1072; eight year olds/year four: 1305) were individually interviewed using a standard interview about bullying experiences. A detailed content analysis scheme that closely followed the core whole-school intervention approach was carried out on a total of 34 schools: 24.5% of the children reported being directly victimised very frequently and 45.9% reported being relationally victimised frequently or very frequently. No correlation between the content and quality of anti-bullying policies and the prevalence of direct bullying behaviour was found. Conversely, an inverse relationship was found for relational bullying behaviour: schools with the most detailed and comprehensive anti-bullying policies had a higher incidence of relational bullying and victimisation behaviour. Inspection of school anti-bullying policies per se provides little guide to the actual amount of direct bullying behaviour in schools. 相似文献
14.
Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth. 相似文献
15.
The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated. 相似文献
16.
Sibel Yoleri 《Education 3-13》2013,41(6):630-640
The relationships among school adjustment, victimisation, and gender were investigated with 284 Turkish children aged between five and six years. Teacher Rating Scale of School Adjustment, The Preschool Behaviour Questionnaire, and Peer Victimisation Scale were used in this study. Analyses indicated that children's behaviour problems and victimisation variables were significant predictors of the school adjustment of children while controlling for gender. 相似文献
17.
18.
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
19.
Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes. 相似文献
20.
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