Peer and teacher bullying/victimization of South Australian secondary students: Prevalence and psychosocial profiles

2004 ◽  
Author(s):  
Sarah Trainor ◽  
Tony Winefield ◽  
Maureen Dollard ◽  
Sarah Anderson ◽  
Jacques Metzer
Keyword(s):  
Secondary Students ◽  
Bullying Victimization ◽  
Teacher Bullying ◽  
Psychosocial Profiles

Peer and teacher bullying/victimization of South Australian secondary school students: Prevalence and psychosocial profiles

2006 ◽  
Vol 76 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Paul. Delfabbro ◽  
Tony. Winefield ◽  
Sarah. Trainor ◽  
Maureen. Dollard ◽  
Sarah. Anderson ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Bullying Victimization ◽  
School Students ◽  
Teacher Bullying ◽  
Psychosocial Profiles

What Do Parents Attribute the Cause of Bullying to? It Can Amplify or Buffer the Vicious Cycle of Bullying Perpetration and Victimization

2018 ◽  
Vol 33 (23) ◽  
pp. 3589-3609
Author(s):  
Boungho Choi ◽  
Soowon Park
Keyword(s):  
Longitudinal Study ◽  
Secondary Students ◽  
Critical Factor ◽  
The Other ◽  
Intervention Programs ◽  
Bullying Victimization ◽  
Vicious Cycle ◽  
Violent Media ◽  
Bullying Perpetration ◽  
Bullying Experiences

The purpose of this study is to examine what do parents attribute the causes of bullying to and how the attributions of parents are related with their adolescents’ experiences of bullying perpetration and bullying victimization in the subsequent year. The data were drawn from 3,293 Korean secondary students and their parents from the Seoul Education Longitudinal Study across two waves (seventh, eighth grades). The results revealed that 1,228 (37.3%) parents thought that bullying was caused by perpetrators’ faults while 512 (15.5%) parents thought bullying was caused by victims’ faults. The other 1,553 (47.2%) showed external attributions (e.g., peer, violent media). Adolescents’ bullying perpetration and victimization interacted with parent’s attribution in predicting later bullying perpetration and victimization. These results indicate that parent’s attribution is a critical factor to understanding the alleviation or deterioration of bullying in adolescents. Intervention programs should be designed to concern parents’ attribution as well as adolescents’ prior bullying experiences.

Pengembangan pembelajaran PAI model student facilitator and explaining pada kelas VII SMP Negeri 1 Puri Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 91
Author(s):  
Hariris Nur Cahyo
Keyword(s):  
Everyday Life ◽  
Secondary Students ◽  
Natural Sciences ◽  
Trial Data ◽  
Islamic Education ◽  
Development Research ◽  
Test Results ◽  
Junior Secondary ◽  
Expert Validation

Learning PAI (Islamic Education) seeks to increase the interest of students to develop the knowledge, skills and ability to think about nature and its contents are full of secrets endless. Based Permendiknas No. 23 of 2006, Standard Competency Education Unit (SKL-SP) SMP / MTS include: students can find and apply information from the environment and other sources logically, critically and creatively, and students can demonstrate the ability analyze and solve problems in everyday life. The purpose of development research are: 1) to describe the model of PAI that has been applied in SMP Negeri 1 Puri Mojokerto 2) Describe the product feasibility PAI learning for junior secondary students and secondary review of aspects of the model Student Facilitator and Explaining 3) Produce Learning PAI student Facilitator and explaining the model that corresponds to the culture and character of students in SMP Negeri 1 Puri Mojokerto Products PAI learning facilitator and explaining the model student has been accomplished based analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products are revised based on theoretically and empirically test results are: Revised by students by questionnaire: Change to increase the attractiveness of the model 2) Products that are developed interesting for classical learning in the classroom and independently. 3) The product of these products can ease the burden of teachers in teaching. 4) The results of expert validation and testing, PAI Learning Facilitator and explaining the model student is fit for use for subjects of Natural Sciences (PAI). 5) Products that are developed can increase students' motivation, and motivation is one of the conditions of implementation of productive models.

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