scholarly journals The Effects of School Truancy and Attachment Types on School Bullying of Middle School Students: Focusing on Physical Bullying

2014 ◽  
Vol 27 (2) ◽  
pp. 90-99
Author(s):  
Hee-Young Kim ◽  
Mi-Kyoung Cho
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Bullying ◽  
School Students ◽  
School Truancy ◽  
Physical Bullying

Low Self-control and School Bullying: Testing the GTC in Nigerian Sample of Middle School Students

2021 ◽  
pp. 088626052199128
Author(s):  
Omobolanle Atinuke Fenny
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Explanatory Power ◽  
Empirical Support ◽  
School Bullying ◽  
Self Control ◽  
Policy Implications ◽  
School Students ◽  
Bullying Perpetration ◽  
Low Self Control

Gottfredson and Hirschi’s General Theory of Crime’s (GTC) claim to explain crime, at all times, and in all places, has received considerable empirical support using Western, Scandinavian, and Asian samples. However, the theory is yet to be tested using a Nigerian sample. Using cross-sectional data from a sample of 1,192 junior secondary school (middle school) students in Nigeria, this study examines the explanatory power of Gottfredson and Hirschi’s GTC in predicting bullying perpetration and victimization in that context and culture. Binomial logistic regression was used to test the hypothesis that the bullying perpetration and victimization experiences of these students would be negatively related to self-control. Study provides support for the cross-cultural potency of the GTC as low self-control predicted the bullying and victimization experiences of these students regardless of gender. Students’ perception of a negative school environment was also a significant predictor of bullying. This is the first test of the GTC with a Nigerian sample and hopefully, will be a springboard for effective bullying prevention policy/programs in Nigerian schools. The public policy implications of the findings are discussed.

scholarly journals The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collective Efficacy ◽  
Moral Disengagement ◽  
School Bullying ◽  
School Students ◽  
Mediating Role ◽  
Middle School Bullying ◽  
The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

scholarly journals Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students

2020 ◽  
Vol 10 (4) ◽  
pp. 957-966 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Internalizing Symptoms ◽  
Somatic Symptoms ◽  
The United States ◽  
School Bullying ◽  
School Students ◽  
Cross Sectional ◽  
Cyberbullying Victimization ◽  
The Impact

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

Relationship of Mental Stress of Middle School Students and Campus Safety Atmosphere with Psychosocial Safety Behaviors

2020 ◽  
Author(s):  
Jinchang YANG ◽  
Wei YAN
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mental Stress ◽  
School Bullying ◽  
Campus Safety ◽  
Mediating Effect ◽  
Safety Behaviors ◽  
School Students ◽  
Unsafe Behaviors ◽  
The Relationship

Background: Incidents of violence, such as school bullying, are mainly caused by excessive mental stress of students, which will also lead to all kinds of psychologically unsafe behaviors. The emotion regulation ability of students and the safety atmosphere level of campus will be considerably conducive to relieving the mental stress of students. This study aims to analyze the relationships of mental stress and regulatory emotional selfefficacy (RES) among students and campus safety atmosphere with their psychosocial safety behaviors (PSB). Methods: A total of 120 class teachers and 365 students from three junior high schools in Henan Province, China were selected as the study objects in 2019. Then, middle school students and RES, campus safety atmosphere, and PSB scales were assessed through a mental stress scale. Results: Mental stress (r=–0.8) of middle school students and campus safety atmosphere (r=0.86) had a significant negative and positive influence on their PSB, respectively. RES played a mediating role in the negative correlation between the mental stress of middle school students and their PSB (r=–0.57). Campus safety atmosphere could moderate the relationship between mental stress and RES (r=0.12). Campus safety atmosphere could moderate the mediating effect on the relationship between mental stress of middle school students and their PSB. Conclusion: Mental stress of middle school students will give rise to the occurrence of their psychologically unsafe behaviors. The improvement of the campus safety atmosphere level can effectively mitigate the mental stress of students to reduce the occurrence of unsafe behaviors.

scholarly journals The level of bullying school and its relation to the pattern of personality (A-B) in middle school students In Baghdad

2019 ◽  
pp. 55-73
Author(s):  
Amal Khaliq
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Negative Correlation ◽  
Significant Positive Correlation ◽  
School Bullying ◽  
School Students ◽  
Positive Correlation ◽  
Personality Pattern ◽  
High Level

The aim of the study was identifying the level of bullying, its relation to the personality pattern of middle school students. In order to verify the objective of the study, the researcher constructed a measure to measure the level of school bullying, which consists of (43) paragraphs , found that students have a high level of bullying school , the level of bullying school in males higher , there was a significant positive correlation between school bullying , personality pattern (A), as well as a negative correlation between school bullying , personality pattern (B).

Relations of self-esteem, obesity and peer bullying among middle school students in Turkey

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
T M F Ercan ◽  
L H Özcebe
Keyword(s):  
Mental Health ◽  
Middle School ◽  
Middle School Students ◽  
School Health ◽  
Holistic Approach ◽  
Self Esteem ◽  
School Students ◽  
Cross Sectional ◽  
Peer Bullying ◽  
Physical Bullying

Abstract Obesity, peer bullying and self-esteem are important public health problems in adolescent age group in Turkey as well as in the world. This study aims to investigate bilateral and tripartite relations of obesity, peer bullying and self-esteem. The universe of this cross-sectional study was middle school students in Ankara; 1955 student were reached in 42 schools determined by systematic sample method. Data was collected under observation with the questionnaire including anthropometric measurements (BMI-z-score), self-esteem scale and peer bullying. Written permission was given by the Ethical Committee at the University. We reached 1955 students (975 girls; 877 boys). The average of age was 12.84±0.59. The prevalence of overweight was 15.0% and obesity 7.2%. The percentage of low self-esteem was found as 45.4%. Frequencies of physical bullying-bully subgroup was 36.7%, verbal 51.4% and emotional 35.2%; the percentages of bullying-victim subgroups were found as 41.9%, 49.7% and 19.5%, respectively. A strong relationship was between obesity and physical bullying-victim without grouping for self-esteem (p = 0.03). Obesity was associated with low self-esteem without physical or emotional bullying (p = 0.02; p = 0.03). Low self-esteem was related with all types of bullying (p &lt; 0.001 all subgroups). Obesity was associated with verbal bullying-bully in high self-esteem and without grouping for self-esteem (p = 0.04; p = 0.02). The relationship was between obesity and physical bullying-bully in the low and high self-esteem subgroups (p = 0.02; p = 0.009), but this relation couldn't be demonstrated without grouping for self-esteem. Prevention of peer bullying, fighting with obesity are important topics to protect adolescent mental health, improve school health. More effective studies should be conducted in this field, intervention programs have holistic approach should be developed at countries levels and global level. Key messages The holistic approach always highlighted from Sustainable Development Goals to Astana has a great importance in improving physical, mental and social health of adolescent in schools. Obesity, peer bullying and self-esteem are important issues affecting physical, social and mental health in adolescence in whole world.

School Bullying Case Law: Frequency and Outcomes for School Level, Protected Status, and Bullying Actions

2016 ◽  
Vol 18 (2) ◽  
pp. 111-133 ◽  
Author(s):  
Diane M. Holben ◽  
Perry A. Zirkel
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Administrators ◽  
School Bullying ◽  
Gender Nonconformity ◽  
School Level ◽  
School Students ◽  
Professional Literature ◽  
Status Classification ◽  
Gender Based

Purpose: During the past decade, concern with student bullying incidents has increased. When schools do not halt bullying, victims increasingly choose litigation as a remedy. Although the professional literature identifies the pertinent factors associated with bullying victimization, the available legal analyses have not kept pace. To identify focus areas for preventing bullying litigation, this study quantifies the frequency and outcomes for bullying cases disaggregated by the victims’ school level, protected status classification, and types of bullying actions. Methodology: We analyzed the 239 student bullying court decisions for the 20-year period 1995–2014, identifying the outcomes for each specific legal claim as well as each victim’s school level, protected status classification, and the types of bullying actions. Outcomes were conclusive if the plaintiff or defendant decisively prevailed and inconclusive if additional legal action was required for resolution. The analysis identified the most plaintiff-favorable outcome for each case and disaggregated by these three variables. Findings: The frequency of bullying cases was highest among middle school students, students asserting gender-based claims, and students experiencing both verbal and physical bullying actions. Conclusive outcomes strongly favored district defendants. Conversely, claims based on perceived sexual orientation resulted in the highest rates of inconclusive outcomes. Implications: The pro-district outcomes skew suggests that school administrators should focus on bullying prevention as a matter of educational effectiveness. To the extent that legal defensibility is a significant factor, education leaders should focus their efforts on reducing bullying of middle school students and students displaying gender nonconformity.

scholarly journals Research on the Relationships between Psychological Problems and School Bullying and Non-Suicidal Self-Injury among Rural Primary and Middle School Students in Developing Areas of China

2020 ◽  
Vol 17 (10) ◽  
pp. 3371
Author(s):  
Xuyang Li ◽  
Feiyu Chen ◽  
Yixiang Lin ◽  
Zhihui Jia ◽  
Winter Tucker ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Behavioral Problems ◽  
Pearson Correlation ◽  
School Bullying ◽  
Psychological Problems ◽  
Mediating Effect ◽  
Jiangxi Province ◽  
School Students ◽  
Self Injury

(1) Purpose: To analyze the role of psychological problems in connection with school bullying and non-suicidal self-injury (NSSI) among rural primary and middle school students in developing areas of China. (2) Methods: A multi-stage, stratified, cluster random sampling method was used to select 2284 rural primary and middle school students in Jiangxi Province for study. Questionnaires regarding the health risk behaviors of children in developing areas were left behind at primary and middle schools, and they were later collected and analyzed by using the mental health diagnostic monitoring scale for Chinese primary and middle school students. Pearson correlation, logistic regression, and bootstrap tests were conducted to analyze the association between psychological problems, school bullying, and NSSI. (3) Results: The incidence of NSSI in rural primary and middle school students in Jiangxi Province was 14.84%. Compared with other children with behavioral problems, those who had experienced school bullying and had mild/severe psychological problems were more likely to have engaged in NSSI behaviors (p < 0.001). Psychological problems have a mediating effect between school bullying and NSSI, which accounted for 12.96% of the total effect. (4) Conclusion: Psychological problems are likely an effect modifier in the connection between school bullying and NSSI behaviors. Therefore, effectively targeting psychological problems in rural primary and middle school students in Jiangxi Province may help prevent and control NSSI behaviors in students who have experienced school bullying.

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