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1.
Zacharia Michal Goldberg Yablon Yaacov B. 《European Journal of Psychology of Education - EJPE》2022,37(3):903-919
European Journal of Psychology of Education - One of the negative consequences of bullying in schools is its adverse effect on students’ sense of safety. Previous studies yielded mixed... 相似文献
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Peter K. Smith Cherise Smith Rob Osborn Muthanna Samara 《Educational Psychology in Practice》2008,24(1):1-12
Schools in England are legally required to have an anti‐bullying policy, but the little research so far suggests that they may lack coverage in important areas. An analysis of 142 school anti‐bullying policies, from 115 primary schools and 27 secondary schools in one county was undertaken. A 31‐item scoring scheme was devised to assess policy. Overall, schools had about 40% of the items in their policies. Most included improving school climate, a definition of bullying including reference to physical, verbal and relational forms, and a statement regarding contact with parents when bullying incidents occurred. But many schools did not mention other important aspects, and there was low coverage of responsibilities beyond those of teaching staff; following up of incidents; management and use of records; and specific preventative measures such as playground work and peer support. There was infrequent mention of homophobic bullying, and of cyberbullying. There was little difference between policies from primary and secondary schools. Findings are discussed in terms of national policy, and ways to support schools in maximising the potential of their policies for reducing bullying. 相似文献
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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
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Michael Boulton 《Pastoral Care in Education》2013,31(2):83-89
It is well known that many pupils are bullied and suffer in a variety of ways as a result. This study looks at a largely overlooked outcome of bullying that may have direct consequences for academic success – disrupted concentration and attention to school work. Using pupil perceptions as the source of data, the two main aims were to quantify the proportion of pupils affected by bullying in this way, and to solicit their views on possible solutions. Subsidiary aims were to test for gender and school year differences in these variables. Among the 485 participants as a whole, only modest levels of disruptions attributable to bullying were evident but more disturbing was the finding that on nine out of eleven separate questions, around one in twenty pupils reported that this happened ‘lots of times’. The most common solutions provided by pupils to help children affected in this way involved:
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helping them feel safe from bullying in class;
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reminding them to disclose/seek help if they are bullied;
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encouraging teachers to be supportive of victims of bullying;
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encouraging teachers to be on the look out for signs that pupils have been bullied; and
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using social support from other pupils.
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Nina Hein 《British Journal of Sociology of Education》2017,38(8):1125-1138
This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces at local, societal and political levels. Furthermore, based on an emergent research design, the article contributes to the discussion of post-qualitative research, drawing upon varied, qualitative empirical material and analytically experimenting with combining Adele Clarke’s idea of situational analysis and Karen Barad’s concepts of intra-action and apparatus. 相似文献
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Hollie Byrne Barbara Dooley Amanda Fitzgerald Louise Dolphin 《European Journal of Psychology of Education - EJPE》2016,31(3):403-418
The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes. 相似文献
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Gonzalo del Moral Cristian Suárez Mª Elena Villarreal Gonzalo Musitu 《Infancia y Aprendizaje》2013,36(2):399-428
AbstractThe distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims. 相似文献
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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
10.
Karen E. Herne 《Critical Studies in Education》2016,57(2):254-270
Public discourse about school bullying is frequently underscored by debates about the relative roles and responsibilities of parents and schools in preventing bullying. Such debates are often characterised by a sense of recrimination, with blame apportioned according to perceived negligence. In this article, I provide a critique of ways in which parents have been represented in school bullying research, and consider how these representations inform public discourse about parents in relation to bullying. I argue that prevailing representations of parents in terms of responsibility and risk are a product of the dominance of psychological conceptualisations of bullying as individual pathological behaviour which stems from child development problems associated with poor parenting. As I show, this is but one of a number of ways in which bullying has been conceptualised in the research literature and provides a limited view of parents in relation to a complex social and cultural problem. I suggest that post-structural approaches to bullying research provide an important opportunity to broaden our understanding of how parents are positioned in the social and institutional systems of power in which bullying, and responses to it, takes place; and to move beyond current counter-productive discourses of responsibility and blame. 相似文献
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《Child abuse & neglect》2014,38(10):1607-1617
The aim was to examine prospectively associations between bullying involvement at 14–15 years of age and self-reported general health and psychosocial adjustment in young adulthood, at 26–27 years of age. A large representative sample (N = 2,464) was recruited and assessed in two counties in Mid-Norway in 1998 (T1) and 1999/2000 (T2) when the respondents had a mean age of 13.7 and 14.9, respectively, leading to classification as being bullied, bully-victim, being aggressive toward others or non-involved. Information about general health and psychosocial adjustment was gathered at a follow-up in 2012 (T4) (N = 1,266) with a respondent mean age of 27.2. Logistic regression and ANOVA analyses showed that groups involved in bullying of any type in adolescence had increased risk for lower education as young adults compared to those non-involved. The group aggressive toward others also had a higher risk of being unemployed and receiving any kind of social help. Compared with the non-involved, those being bullied and bully-victims had increased risk of poor general health and high levels of pain. Bully-victims and those aggressive toward others during adolescence subsequently had increased risk of tobacco use and lower job functioning than non-involved. Further, those being bullied and aggressive toward others had increased risk of illegal drug use. Relations to live-in spouse/partner were poorer among those being bullied. Involvement in bullying, either as victim or perpetrator, has significant social costs even 12 years after the bullying experience. Accordingly, it will be important to provide early intervention for those involved in bullying in adolescence. 相似文献
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Taro Komatsu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):7-31
This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools’ role of promoting social cohesion. This includes increasing “horizontal” trust among different ethnic groups and “vertical” trust between civilians and public institutes. The study examined secondary school leaders’ perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance. 相似文献
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Erdo?an Tezci 《Educational technology research and development : ETR & D》2011,59(3):429-443
The current study aimed at identifying Turkish primary school teachers’ perceptions of school culture regarding ICT integration
in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The
participants were 1540 primary school teachers. The findings revealed that the teachers’ perceptions regarding school culture
in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional
experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration
in education. 相似文献
16.
Eleanor Formby 《Sex education》2013,13(6):626-640
This paper presents new empirical data that highlight how a focus on ‘bullying’ is too limited and narrow when thinking about homophobia, biphobia and transphobia that young people may experience. The paper draws on two recent studies with young lesbian, gay, bisexual and trans participants, which each identified issues and experiences not readily captured within dominant bullying discourses and understandings. Findings are examined within three sections: beyond ‘bullying’, questioning inevitability, and (in)appropriate responses. In conclusion, I set out some implications and suggestions for the development of practice and future research concerning homophobia, biphobia and transphobia in youth settings. 相似文献
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The research reported in this article was carried out in four secondary schools, two with a peer support system (PS) and two without (NPS) and involved a total of 931 pupils, (49.5 per cent males, and 50.5 per cent females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aim was to compare the perceptions of safety on the part of pupils in secondary schools with and without a system of peer support in place. The findings provided little evidence that the presence of a peer support system enhanced feelings of safety in the school population. On the positive side, PS pupils were slightly more aware of the value of having other people around as a means of enhancing feelings of safety. They were also less afraid of older pupils indicating that peer supporters may have influenced the attitudes of some older pupils towards younger peers and may have made them friendlier. However; for the PS pupils, toilets and corridors/stairs were less safe for them than for NPS pupils, largely because of the unpleasant actions of the peer group towards them. With specific regard to bullying, there was no difference between PS and NPS. Around one‐fifth of both PS and NPS pupils reported that the reason for feeling unsafe was because of bullying. The most common suggestions for making school a better place referred to action against bullying. 相似文献
19.
Dimitra Kokotsaki 《Educational studies》2016,42(2):201-220
This study aims to explore pupils’ affective engagement with school and music during their transition to secondary school. A gender comparison is also being made to ascertain any differences that may exist between boys and girls during this time. A sample of 182 pupils completed two questionnaires (attitudes to school and attitudes to music) three times (at the end of Year 6, at the beginning and end of Year 7). A series of one-way repeated measures analysis of variance tests showed that pupils’ overall attitudes to school dropped significantly from the end of Year 6 to the end of Year 7 with their enjoyment towards school and their satisfaction with the work environment declining. Pupils’ attitudes to music presented a significant fall at the end of Year 7 after a slight improvement at the beginning of secondary school. Girls held consistently more positive attitudes towards school and music than boys. It is suggested that pupils’ attitudes are malleable and responsive to environmental change and, therefore, this problem can be remedied if appropriate interventions are put into place particularly regarding the teacher-pupil relationship and pupils’ perceived autonomy in their learning. 相似文献
20.
Using data from the survey of the Ministry of Education, Nepal-2005 for school leaving certificate (SLC) exam, this paper attempts to estimate the impact of private school competition on public school performance for the case of Nepal. The study uses the number of private schools in the neighborhood as a measure of competition. The identification problem is that private school enrollment is likely to be correlated with public school performance. To address this, the study uses the existence of a motorable road within an hour's walking distance from the sample school as an instrument for number of private schools in the neighborhood. The OLS results show no significant relationship. In contrast, the IV method indicates a positive and significant impact of private school competition on public school performance, which holds true for the continuous and binary measure of private school competition. 相似文献