scholarly journals Gender Role in School Bullying

2014 ◽  
Vol 4 (1) ◽  
pp. 37-41
Author(s):  
D Neupane
Keyword(s):  
Role Theory ◽  
Social Role ◽  
School Bullying ◽  
Self Report ◽  
School Students ◽  
Medical College ◽  
Verbal Bullying ◽  
Indirect Bullying ◽  
Physical Bullying ◽  
The Relationship

School bullying with reference to gender was performed in Kathmandu. The general aim of this research was to analyze the relationship between bullying and victimization with response to gender among Nepalese school adolescents. The study was correlational in design employing a pen-and-paper self-report survey. Within the survey, two separate instruments measured the criterion variables bullying and victimization. Participants were drawn from three private schools of Kathmandu. These schools were chosen in random selection. The number of participations was 104 school students. The study investigated the prevalence of bullying in the school with reference to gender. The result from the survey indicates that the boys are more bully than girls are. Boys have reported higher mean scores of physical bullying, verbal bullying, physical victimization and verbal victimization. On the other hand, girls have reported higher mean scores of indirect bullying and victimization. Gen­der differences in bullying and victimization were as expected and as social role theory and previous research would predict, with boys reporting higher direct and overall levels of bullying and victimization than girls. Similarly, and in accordance with the literature, girls reported higher levels of indirect bullying and victimization than boys are. DOI: http://dx.doi.org/10.3126/jcmc.v4i1.10847 Journal of Chitwan Medical College 2014; 4(1): 37-41

scholarly journals The Relationship Between Exposure to Media Violence and School Bullying in Jordan

2018 ◽  
Vol 10 (5) ◽  
pp. 154 ◽  
Author(s):  
Nesrin N. Abu Baker ◽  
Saleh Nasser Ayyd
Keyword(s):  
Violence Exposure ◽  
Demographic Data ◽  
School Bullying ◽  
Media Violence ◽  
Viewing Time ◽  
School Students ◽  
Cross Sectional ◽  
Correlational Design ◽  
Physical Bullying ◽  
The Relationship

PURPOSE: To examine the relationship between exposure to media violence and bullying among school students in Jordan.METHOD: A cross-sectional, correlational design and a self-reported questionnaire were used to answer research questions. A multistage, stratified random sampling was utilized to recruit a sample of 550 students from eight governmental educational directorates in a large governorate in Jordan. A self-reported questionnaire included demographic data, Media Violence Exposure scale, and School Bullying scale was distributed.RESULTS: Prevalence of school bullying was 47%. There was a positive correlation between media violence exposure and school bullying (r=.549); significantly more boys reported exposure to media violence, perpetrating of school bullying in general, and perpetrating of physical bullying in particular than girls (p=.00). While significantly more girls reported perpetrating of relational bullying than boys (p=.00). Media violence viewing time explained 42% of variance in school bullying scores.CONCLUSION: The findings call urgent need for intervention programs tailored by specialized health professionals to combat the consequences of this growing phenomenon.

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.

The Relationship between Sexual Abuse and Drug Use: Findings from Houston's Safer Choices 2 Program

2003 ◽  
Vol 33 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Ronald J. Peters ◽  
Susan R. Tortolero ◽  
Robert C. Addy ◽  
Christine Markham ◽  
S. Liliana Escobar-Chaves ◽  
...  
Keyword(s):  
Sexual Abuse ◽  
Substance Use ◽  
Logistic Regression ◽  
Drug Use ◽  
Alternative School ◽  
Self Report ◽  
Regression Analyses ◽  
School Students ◽  
Alternative School Students ◽  
The Relationship

Self-report drug use data were collected from 282 female alternative school students surveyed through the Safer Choices 2 study in Houston, Texas. Data collection took place between October 2000 and March 2001 via audio-enabled laptop computers equipped with headphones. Logistic regression analyses indicated that sexual abuse history was significantly associated with lifetime use (OR = 1.9, p ≤ 0.05). While the relationships tested in this study are exploratory, they provide evidence for an important connection between sexual abuse and substance use among female alternative school students.

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 Relationship between Internet addiction and sleep disturbance in high school students: a cross-sectional study

2020 ◽  
Author(s):  
Mikiko Tokiya ◽  
Osamu Itani ◽  
Yuichiro Otsuka ◽  
Yoshitaka Kaneita
Keyword(s):  
High School ◽  
High School Students ◽  
Sleep Disturbance ◽  
Internet Addiction ◽  
Sleep Disturbances ◽  
Multiple Logistic Regression Analysis ◽  
Self Report ◽  
School Students ◽  
Japanese Adolescents ◽  
The Relationship

Abstract Background: The increase in the number of Internet users has increased Internet dependence worldwide. In adolescents, this dependence interferes with sleep, which is important for the development of psychophysiological capabilities. However, few large-scale surveys have descriptively examined the relationship between Internet addiction (IA) and sleep disturbance using standardized questionnaires. We conducted this study to determine the relationship between sleep disturbance in adolescents and IA based on the categories of the Young Diagnostic Questionnaire (YDQ) through a complete survey of one prefecture in Japan.Methods: In 2016, a self-report questionnaire was used to survey high school students (n=10,405, age range: 15–16 years) in all 54 day-boarding high schools in the selected prefecture. We defined “sleep disturbance” by scores greater than 5.5 points on the Japanese version of the Pittsburgh Sleep Quality Index. IA was evaluated using the YDQ: “IA,” when five of the eight YDQ items were present; “at-risk,” when three or four YDQ items were reported; and “non-IA,” when two or less YDQ items were positive. Multiple logistic regression analysis was undertaken with sleep disturbance as the dependent variable, IA as the explanatory variable, and adjustments for eight items.Results: High YDQ scores were associated with high prevalence rates of sleep disturbance in boys and girls. These findings persisted after controlling for other factors in the multiple regression model.Conclusions: Among Japanese adolescents, there was a significant independent relationship between IA and sleep disturbances.

Invisibility not invincibility: Pakistani women and the lack of career ascendance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaista Waqar ◽  
Rubina Hanif ◽  
Jennifer Loh
Keyword(s):  
Empirical Evidence ◽  
Work Experience ◽  
Role Theory ◽  
Social Role ◽  
Service Industries ◽  
Content Type ◽  
Similar Work ◽  
Job Promotion ◽  
Pakistani Women ◽  
The Relationship

Purpose The purpose of this paper is to investigate the role of gender in the relationships between employee’s work experience and their chances of obtaining a job promotion. Design/methodology/approach Five hundred middle to lower management Pakistan employees from service industries were surveyed. Measures used to obtain data included work experience, job promotions and gender. Gender was dummy coded. Moderation analyses via SPSS was used to investigate the moderating effect of gender in the relationship between employee’s work experience and job promotions. Findings The results indicated that work experience was positively associated with job promotion. However, the results indicated that gender fully moderated the relationship between work experience and job promotion. Specifically, female employees were less likely to get promoted compared to male employees despite having similar work experiences. Research limitations/implications Drawing together the human capital theory, social role theory and cultural factors, this study highlighted the socioeconomic/cultural barriers’ impact on Pakistani women’s career ascendance. Practical implications There is a lack of empirical evidence about career ascendance among Pakistani women. Therefore, the aim of the present study is to conduct and provide empirical evidence so that relevant agencies within Pakistan can develop more gender-equitable promotional policies and processes. Originality/value This study responded to the call for more empirical investigation of career ascendancy among women in developing countries. While this issue has been discussed in many developed western countries, there is a lack of empirical evidence in Muslim Pakistan.

scholarly journals Εθνο-πολιτισμική προέλευση και εκφοβισμός/θυματοποίηση σε έφηβους μαθητές

2018 ◽  
Vol 6 (2) ◽  
pp. 119
Author(s):  
Evaggelos Alexopoulos ◽  
Konstantinos M Kokkinos
Keyword(s):  
Cultural Diversity ◽  
Ethnic Diversity ◽  
Cultural Background ◽  
Self Report ◽  
Bullying Victimization ◽  
Questionnaire Data ◽  
Cultural Groups ◽  
Adolescent Students ◽  
Physical Bullying ◽  
The Relationship

The purpose of this study was to investigate the relationship between ethnic-cultural background and bullying/victimization among adolescent students. In particular, the study examined how gender, ethnic-cultural background and ethnic-cultural school composition were related to bullying/victimization, as well as to its forms and the role assumed by the participants. 163 students from five ethnic-cultural groups attending two junior high schools, one with high and the other with low ethnic diversity, completed a self-report questionnaire. Data analysis revealed that boys, members of the dominant ethnic-cultural group, scored higher in bullying/victimization than girls in the same group. Furthermore, Orthodox Greek students scored lower in victimization, while Muslim Turkish students scored higher. Between the two schools, students attending the school with higher ethnic-cultural diversity scored higher in bullying and victimization. Regarding the forms of bullying/victimization, all students scored higher in verbal and indirect/social bullying, whileboys scored higher in physical bullying as well. Also, students attending the school with higher ethnic-cultural diversity had high scores in all forms of bullying/victimization. Regarding participants' role distribution, boys were less likely to be victims than girls. Orthodox Greek students were more likely to be bullies, Muslim Turkish students were both bullies and victims, while Muslim Pomak, Romany and undefined ethnic-cultural background students were more likely to be victims. Findings are discussed in terms of their pedagogical implications

scholarly journals DAMPAK BULLYING BAGI KALANGAN SISWA SEKOLAH DASAR

2020 ◽  
Vol 5 (1) ◽  
pp. 12-24
Author(s):  
Yuyun Elisabeth Patras ◽  
Fajar Sidiq
Keyword(s):  
Elementary School ◽  
Social Interaction ◽  
School Students ◽  
The Social ◽  
Qualitative Descriptive ◽  
Verbal Bullying ◽  
The Subject ◽  
Data Collection Technique ◽  
The Impact ◽  
Physical Bullying

The  research  is  a  study  case,  its  location  in  the Ciparigi State Elementary School Bogor, West Java. The focus of this research is the impact of bullying for the social interaction of elementary school students. Data collection technique form is through observation, interviews and documentation. Validity of data examination that used are credibility, transferability, dependability and confirmability. Analysis of data that used   is   qualitative   descriptive.   The   results   were showed that forms of bullying occurs in Ciparigi Elementary School including physical bullying and verbal bullying. As a result, subjects had a impact on the social interaction that makes the subject difficult to interact with the environment because it is always on a bully by the other students. Difficulty interacting is a major problem faced by the subject because the subject becomes not dare to start interacting not only to his friend, but the teachers as well as parents. Conclusions from this research is the  impact of bullying on the victim's social interactions at school or outside the school.    

scholarly journals Κατανοώντας τα κοινωνικο-παρωθητικά χαρακτηριστικά των αρχηγών-θυτών του εκφοβισμού: Ο ρόλος των κοινωνικών στόχων και των λειτουργιών της επιθετικότητας

2021 ◽  
Vol 26 (2) ◽  
pp. 225
Author(s):  
Eirini Kipritsi ◽  
Constantinos M. Kokkinos
Keyword(s):  
Social Information Processing ◽  
Sixth Grade ◽  
School Bullying ◽  
Social Goals ◽  
Self Report ◽  
School Students ◽  
Information Processing Model ◽  
Northern Greece ◽  
Social Motives

The present study examines the role of social goals of ringleader bullies on school bullying according to Social Information Processing Model as well as the role of proactive and reactive aggression. The sample consisted of 222 fifth-grade and sixth-grade elementary school students from Northern Greece, who completed self-report questionnaires and responded to questions regarding social scenarios of ambiguous intent shown on video. The results showed that boys choose revenge more often than girls. Furthermore, ringleader bullies and ringleader bully followers choose more often, than the uninvolved, revenge as a motive in a social scenario of ambiguous intent. It is noteworthy that ringleader bullies choose more often than ringleader bully followers the social goal of building a relationship, while both ringleader bullies and ringleader bully followers adopt both forms of aggression, proactive and reactive, more than the uninvolved. The findings underline the motivational role of social goals in bullying, contribute to the discussion regarding ringleader bullies’ social cognition and emphasize the necessity of intervention programs focusing on social motives of preadolescent bullies.

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