Victims and Perpetrators of Bullying in Physical Education Lessons: The Role of Peer Support, Weight Status, Gender, and Age in Polish Adolescents

2021 ◽  
pp. 088626052110172
Author(s):  
Joanna Borowiec ◽  
Magdalena Król-Zielińska ◽  
Wiesław Osiński ◽  
Adam Kantanista
Keyword(s):  
Physical Education ◽  
Peer Support ◽  
Weight Status ◽  
Physical Education Teachers ◽  
School Aged Children ◽  
Gender And Age ◽  
Logistic Regressions ◽  
The Relationship ◽  
Classmate Support

Physical education is a space in which adolescents may become the victims or perpetrators of bullying. The aim of this study was to evaluate the relationship between being a victim or perpetrator of physical, verbal, or social bullying in physical education, and peer support, gender, weight status, and age. The sample consisted of 2, 848 adolescents (1, 512 girls and 1, 336 boys) aged 14–16 from Poland. The participants’ body mass index was determined based on their measured height and weight. The Health Behaviour in School-Aged Children questionnaire was used to assess whether the participants were victims or perpetrators of bullying. Peer support during physical education was assessed using the modified Teacher and Classmate Support Scale. The analysis of logistic regressions revealed that low peer support increased the probability of being the victim of physical, verbal, and social bullying (odds ratio [ OR], 1.58–2.91) and becoming a perpetrator of bullying ( OR, 1.14–1.37) in physical education. Additionally, being overweight increased the likelihood of being a verbal victim ( OR, 1.39) and being obese raised the probability of becoming social victim ( OR, 1.60). Boys more often experienced ( OR, 1.12–2.06) and caused bullying ( OR, 1.25–1.89) than girls. Moreover, victims were mainly younger (14-year-old) students ( OR, 1.16–1.21), while perpetrators were more often older (15- and 16-year-old) adolescents ( OR, 1.12–1.20). This research indicated that peer support can play a key role in preventing bullying in physical education. Physical education teachers should pay special attention to unpopular and rejected students because they most often become the victims and perpetrators of bullying. Creating a climate that fosters the development of high peer support might protect adolescents from becoming a victim—and a perpetrator—of bullying in physical education.

Job disengagement among physical education teachers: insights from a cross-sectional web survey with path modeling analysis (Preprint)

2021 ◽  
Author(s):  
Nasr Chalghaf ◽  
Wen Chen ◽  
Noomen Guelmami ◽  
Noureddine Ben Said ◽  
Maher Ben Khalifa ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Work Stress ◽  
Perceived Stress ◽  
Work And Family ◽  
Shared Responsibility ◽  
Physical Education Teachers ◽  
The Relationship ◽  
Conflict Scale

BACKGROUND Physical education teachers often experience stress and job disengagement. OBJECTIVE This study aims to develop a measurement scale of job disengagement among physical education teachers and to present an explanatory model by presenting the mediating role of perceived stress as a major factor in disengagement and job satisfaction, also the relationship between family and work as an indirect effect for this phenomenon. METHODS A total of 268 primary and secondary school physical education teachers, made up of 165 men (54.46%) and 138 women (45.54%) participated voluntarily in our study. The measuring instruments are the work disengagement scale, the Perceived stress scale, the Work-family conflict scale (WFC), the family-work conflict scale (FWC), and the scale of dissatisfaction at work. RESULTS the Arabic language versions of the WFC and the FWC had reasonably adequate psychometric properties which were justified by confirmatory analyzes and by the measurement of reliability, convergent and discriminant validity through the measurement model in SmartPls. Likewise, the structural model established with the SmartPLS software confirmed strong links of the concepts FWC, WFCS, the questionnaire of job satisfaction, the perceived stress with the disengagement of work among teachers of physical education. CONCLUSIONS There is a growing interest in helping teachers cope with the daily pressures of work and family. A positive organizational context is a context with clear values regarding work priorities that constitutes the basis of a feeling of shared responsibility and professional support.Good conditions can act as protective factors reducing work stress and positively influencing personal well-being, work attitudes, work commitment, and professional efficiency. Additional teacher research is needed to examine the relationship between perceived work stress and the role of families, also the extent to which this association can have a significant impact on teachers' commitment to work.

scholarly journals Peer Support as a Mediator between Bullying Victimization and Depression

2018 ◽  
Vol 10 (1) ◽  
pp. 59 ◽  
Author(s):  
Chenguang Du ◽  
Kara DeGuisto ◽  
Jordan Albright ◽  
Sara Alrehaili
Keyword(s):  
School Violence ◽  
Peer Support ◽  
Intervention Program ◽  
The United States ◽  
Depression Symptoms ◽  
Published Data ◽  
School Aged Children ◽  
Negative Effect ◽  
The Relationship

Bullying has been one of the most common forms of school violence in the world. Being the victim of bullying has been shown by many studies to suffer from serious mental and physical issues. In the current study, the relationship among the victimization, peer support, and depression symptoms was assessed, using the published data from the 2009–2010 Health Behavior in School-Aged Children Survey (N = 12,642) collected from 314 publics, Catholic, and other private schools in the United States and enrolled in students from grades 5, 6, 7, 8, 9, and 10 or their equivalent in the 50 states and the District of Columbia. The results indicated: (1) The bullied victim is positively associated with the depression symptoms, with higher victimization reporting to have higher depression symptoms. (2) The bullied victim is negatively associated with peer support, with higher victimization reporting to have lower peer support. (3) The peer support was negatively related to depression symptoms. (4) The peer support partially mediates the relationship between the victimization and depression symptoms among bullied students. This empirical study underscores the important role of peer support in mitigating the negative effect of bullying on the victim’s depression symptoms. The current results also have meaningful implication to the bullying intervention program.   

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

scholarly journals Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

2021 ◽  
Vol 18 (14) ◽  
pp. 7342
Author(s):  
Géraldine Escriva-Boulley ◽  
Emma Guillet-Descas ◽  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Nele Van Doren ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Future Research ◽  
Physical Education Teachers ◽  
Structure Control ◽  
Fine Grained ◽  
Circular Structure ◽  
Need Support ◽  
Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

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