Female
Male
A total of 6127 participants consisted of 2879 (47%) female, and 3248 (53%) male students. Mean ages of the participants (15.68 ± 0.72 years; range: 14-17 years), female (15.65 ± 0.76 years), and male students (15.71 ± 0.69 years) were also determined. Among participants, mothers of 24 (0.4 %), fathers of 168 (2.8%), and both parents of 5 (0.1%) students were deceased. Parents of 167 (2.8%) students were living apart. Students' mothers (n = 2908, 47.6%) and fathers' education (n = 2046, 33.6%) was primary school in the most of the cases and there was correlation between mothers and fathers' educational levels. (Spearman's correlation cefficient rho = 0.571, p < 0.001). Mothers of the majority of the students (81.1%; n = 4972) were housewives, and fathers of 17% (n = 1040) of the students were jobless. Mothers of 922 students (15%) were housewives, while their fathers were jobless as reported by the students themselves.
Majority (96.7%; n = 5926) of the students were involved in bullying behaviours as aggressors or victims. Most (95.8%; n = 5677) of the total of 5926 students involved in bullying behaviours demonstrated physical aggressiveness (95.8%; n = 5677), emotional harassment (48.5%; n = 2875), and verbal assault (25.3%; n = 1499). While victims of these violent acts were subjected to physical (41.2 %; n = 2441), emotional (64.1%; n = 3801), and verbal abuse (47.3%; n = 2805) (Figure (Figure1). 1 ). The probability of a male student being involved in violence was 8.4 times more frequent relative to a female student (95% of Confidence Interval = 5.5-12.8). Students whose mothers were businesswomen participated in violent acts 1.6-fold more frequently than children of housewives (95% of Confidence Interval = 1.05-2.43).
a. Aggressors
The distribution of types of aggressive behaviour of the students according to gender, and age groups were presented in Figure Figure2. 2 . When compared with the female students, male students exerted physical violence, emotional assault or verbal abuse more frequently (8.1, 2.6, and 3.1 times more often respectively; p < 0.001 for all types). Frequency of physical, emotional, and verbal violence increased with age (p < 0.001). When compared with a student aged 14 years, a 17-year old student resorted more frequently to physical (almost 2.2 fold increase; p = 0.01), emotional (1.6 fold increase; p = 0.01), and verbal (almost 2 fold increase; p = 0.007) assaults (Table (Table2 2 ).
Results of multivariate logistic regression model of the association between three types of aggressors and socio-demographic features.
Female Male | 89.1 98.5 | < 0.001 | 8.110 | 5.944-11.066 |
14 15 16 17 | 87.2 94.6 94 94.7 | 0.017 – 0.006 NS 0.010 | 1.0 2.104 1.668 2.170 | – 1.239-3.573 0.987-2.818 1.199-3.927 |
Illiterate Dropped out of primary school Primary school graduate Secondary school graduate Lycée graduate University graduate | 90.7 97.1 94.1 95 93.2 93.6 | 0.026 – 0.010 NS 0.039 NS NS | 1.0 4.414 2.257 2.883 1.991 2.063 | – 1.429-13.630 0.843-6.044 1.057-7.866 0.741-5.354 0.755-5.635 |
Housewive Employee | 93.7 95.9 | 0.003 | 1.637 | 1.182-2.267 |
Female Male | 35.1 58.6 | < 0.001 | 2.617 | 2.357-2.906 |
14 15 16 17 | 36.3 45.3 49.1 50.7 | 0.008 – NS NS 0.010 | 1.0 1.290 1.418 1.636 | – 0.903-1.842 0.993-2.023 1.124-2.381 |
Service sector employees Others | 39.4 47.8 | 0.007 | 1.475 | 1.111-1.956 |
Female Male | 14.1 34.3 | < 0.001 | 3.134 | 2.754-3.566 |
14 15 16 17 | 14.9 22 27.1 27.2 | < 0.001 – NS 0.017 0.007 | 1.0 1.444 1.776 1.964 | – 0.898-2.321 1.106-2.850 1.200-3.213 |
Illiterate Dropped out of primary school Primary school graduate Secondary school graduate Lycée graduate University graduate | 23.1 23.7 22.9 26.5 26.8 34.9 | < 0.001 – NS NS NS NS < 0.001 | 1.0 1.055 1.056 1.238 1.266 1.863 | – 0.775-1.436 0.811-1.375 0.923-1.660 0.947-1.692 1.333-2.604 |
R - Reference category; NS - No significant
Verbal abuse was observed more frequently (34.9%) among students with university graduate mothers. The probability of verbal violence was 1.5-1.9 times higher among shoolchildren of university graduate mothers when compared with the students whose mothers were of lower educational levels (p < 0.001).
The possibility of emotional bullying exerted by a student whose father working in private/public service sector (employees in hotels, retailers, restaurants, night-clubs, bars, patisseries, movie theaters, beauty salons, casinos, cleaners, etc) was nearly 32.3% lower than a student whose father was employed in other sectors (p = 0.007).
Most (89%) of the children who didn't resort to brute force were not found to be the perpetrators of violence in the neighbourhood. Fifty percent of the children who were frequently or always bullying in school were also detected to exert violence in the neighbourhood, (p < 0.001) (Figure (Figure3). 3 ). Five percent of the students (n = 305) indicated that they were carrying sharp, and cutting instruments like pocket knives, and knives for the purpose of physical assault. Eight percent (n = 253) of the boys, and 2.2% of the girls carried cutting-penetrating instruments like knives, and pocket knives for the purpose of physical assault (p < 0.001).
The distribution of types of victimization related to physical, emotional, and verbal infliction based on gender, and age of the students was presented in Figure Figure4. 4 . A male student was more frequently subjected to physical, emotional, and verbal violence when compared with a female student (almost 2, 1.4, and 2 fold increase respectively; p < 0.001). The possibility of being a victim of physical and verbal bullying decreased with age (p < 0.05). A 15-year-old student suffered more frequently from physical (almost 1.3 – fold increase: p = 0.004), and verbal (almost 1.2 – fold increase: p = 0.035) bullying compared to a 17 year-old student (Table (Table3 3 ).
Results of multivariate logistic regression model of the association between three types of victimhood and socio-demographic features.
Fmale Male | 31.7 48.4 | < 0.001 | 2.030 | 1.825-2.259 |
14 15 16 17 | 38.4 41.9 40.7 36 | 0.028 NS 0.004 NS - | 1.208 1.289 1.163 1.0 | 0.834-1.751 1.086-1.529 0.982-1.377 – |
Illiterate Dropped out of primary school Primary school graduate Secondary school graduate Lycée graduate University graduate | 42.4 45.9 40.8 40.1 36.3 38.8 | 0.008 - NS NS NS 0.045 NS | 1.0 1.147 0.953 0.922 0.773 0.835 | – 0.881-1.492 0.760-1.194 0.715-1.189 0.600-0.995 0.617-1.129 |
Fmale Male | 58.5 66.8 | < 0.001 | < 1.422 | 1.278-1.583 |
Illiteratee Dropped out of primary school Primary school graduate Secondary school graduate Lycée graduate University graduate | 69.8 70.6 64.7 61.7 60.5 60.3 | 0.005 NS 0.001 NS NS – | 1.446 1.525 1.176 1.028 1.011 1.0 | 0.763-2.743 1.180-1.972 0.999-1.385 0.858-1.231 0.852-1.201 – |
Employee Unemployed | 62.1 66.1 | 0.034 | 1.171 | 1.012-1.355 |
Female Male | 36.6 54.2 | < 0.001 | 2.040 | 1.840-2.262 |
14 15 16 17 | 35.4 46.3 47.3 42 | 0.038 NS 0.035 0.045 – | 0.828 1.194 1.181 1.0 | 0.570-1.202 1.013-1.408 1.004-1.390 – |
Housewive Employee | 44.9 50.1 | 0.001 | 1.241 | 1.089-1.413 |
The probability of being a victim of violence was nearly 23% times lower for a student having a lycee graduate mother rather than a schoolchild of an illiterate mother (p < 0.05). A schoolchild of an employed mother was almost 1.2 times more likely to suffer from emotional harassment than a child of a housewife (p = 0.001).
Illiterate fathers of 54.9% of schoolaged children were unemployed, while jobless fathers of 30% of the students had dropped out during primary education. Schoolchild of an unemployed father was almost 1.2 times more prone to be victimized emotionally relative to a child of an employed father (p < 0.05).
A 41.7% of the physically aggressive students were also victims of physical bullying, while 79.9% of emotionally offensive students were also suffered from emotional harassment. Still 80.7% of the students who exerted verbal violence also suffered from verbal abuse (Figure (Figure5). 5 ). As compared with a female student, male students were almost 2,2 times more likely to be both victim and perpetrator of physical violence (95% Confidence Interval = 1.9-2.4), 2,3 times more likely to be both victim and perpetrator of emotional assault (95% Confidence Interval = 2.1-2.6) and 3 times more likely to be both victim and perpetrator of verbal abuse (95% Confidence Interval = 2.5-3.4). As compared with a 17-year-old student, a 15-year old student was almost 1.3 times more likely to be both victim, and perpetrator of physical violence (95% Confidence Interval = 1.1-1.6). As observed in our investigation, the probability of being both victims and perpetrators of physical aggression among schoolchildren of the mothers with a lycée (35%) or university (37.1%) education was at a minimal level. A student raised by a mother graduated from a lycée was 30.4% less likely to be both executers, and victims of physical violence relative to those of illiterate mothers (p < 0.05). ❑
Bullying in schools is an issue that continues to receive attention from researchers, educators, parents, and students ( 4 ). This study focuses not only on the prevalence of bullying, but also on those subsets of students who reported being the victims of physical, verbal and/or emotional bullying.
Our study population consisted of male students with a mean age of 15.68 ± 0.72 years (range: 14-17 years). As for sociodemographic properties, lower educational level, possesion of a job of inferior quality have been revealed to be important factors in the exertion of bullying behaviours (Table (Table1). 1 ). Prevalence of being both aggressors, and victims was reportedly higher among students aged between 8-16 years. In a study conducted on 62 adolescents aged 16 years, 15% of the male, and 7% of the female students demonstrated violent behaviours. Again, 72 adolescents (12%), 13% of boys, and 12% of the girls were detected to be victims of violence, while 13 adolescents were both perpetrators, and victims of violence. Persistency of being both perpetrators, and victims of violence was investigated among adolescents aged between 8-16 years, and 18 of 38 girls at 16, and 27 of 30 girls at 8 years of age were detected to be victims of violence. Educational levels, socioeconomic status, composition of the families, and changes in the marital status (divorce, re-marriage etc) were observed for a period of 8 years, and a correlation between being a victim of violence at 8 years of age, and infliction of violence at age 16 could not be detected ( 9 ). In compliance with our study, studies performed in Turkey have emphasized that demonstration of violence was encountered mostly among adolescents aged 15-16 years ( 2 , 10 ).
Majority (99.2%; n = 3223) of male, and female (93.9%; n = 2703) students were detected to be involved in one form of bullying behaviours as aggressors or victims at one time of their lives. For a male student, the likelihood of being involved in violent behaviours was detected to be nearly 8.4 times higher when compared with a female student (p < 0.001). A statistically significant correlation was not found between the involvement in violence, and age of the student, familial unity, level of education, and occupation of the parents (p > 0.05). A total of 5926 students involved in violence, demonstrated physical (95.8%; n = 5667), emotional (48.5%; n = 2875), and verbal (25.3%; n = 1499) bullying behaviours. The students involved in violence were also suffered from physical (41.2%; n = 2441), emotional (64.1%; n = 3801), and verbal (47.3%; n = 2805) bullying behaviours (Figure (Figure1). 1 ). A survey conducted in 1994, 1998, and 2002 in Lithuania detected that one in every 3 children were the victims of various types of violence exerted regularly by their peers. (During all three surveys conducted in 1994, 1998 and 2002, about one in three students reported that they had been a victim of regular bullying. A higher percentage of boys (36%) reported being bullied than girls (32%, p < 0.05). This study demonstrated that students living in rural areas were 1.5 times more frequently bullied than those in the cities, and 40% the boys and 28% of the girls inflicted violence on their peers. When incidence rates of bullying in different countries were examined, the highest rate was detected in Lithuania, followed by Austria, Swiss, Germany, and Russia in decreasing frequency ( 11 - 14 ).
The incidence of physical, emotional or verbal violence by a male student was found to be higher (8.1, 2.6, and 3.1 times more frequent, respectively) in comparison with a female student (p < 0.001). Usage of physical, emotional, and verbal violence increased with age (p < 0.001). When compared with a student aged 14 years, a 17-year old student resorted more frequently to physical (almost 2.2 – fold increase; p = 0.01), emotional (1.6 fold increase; p = 0.01), and verbal (almost 2 fold increase; p = 0.007) assaults.
A concordance was detected between lower educational level of the family, and verbal, physical, and emotional aggression. Students with employed parents were found to be more prone to resort to physical bullying. In a study, 5% (n = 305) of the students reported that they had carried cutting, and penetrating instruments such as pocket knives, and knives with the intention of bullying. An 8% (n = 253) of the boys, and 2.2% (n = 52) of the girls using physical violence carried cutting, and penetrating instruments such as pocket knives, and knives for the intention of bullying (p < 0.001). A survey among 500 children detected evidence of bullying in 31.4% of the cases. In schools for girls, the incidence of bullying was detected to be 18%, while it was 38.2% in coeducational mixed schools. The incidence of bullying increased with age, and higher grades. Bullying was mostly encountered in the form of verbal violence such as nicknaming, followed by abusive language, rumoring, insult, and isolation Infliction of physical harm was seen at a rate of 16 percent. Feeling oneself badly, desiring to be left alone, and tearing his/her clothes etc. were also observed. School phobia, vomiting, and sleeping disorders were seen in these children. Frequently, headache was seen to be a cardinal symptom of girls, and boys subjected to bullying behaviours ( 15 ).
Statistically significant correlations were seen between types of physical, emotional, and verbal bullying and gender, and age of the students. The likelihood of being a victim of physical, emotional, and verbal bullying was higher among male students rather than female students (almost 2, 1.4, and 2 fold increase respectively; p < 0.001). A study demonstrated that physical and verbal victimization decreases with age (p < 0.05). Minimal degree of physical victimization was observed among students whose mothers were lycée (36.3%), or university (38.8%) graduates. The student whose parents had a lower level of education carries a higher potential of being a victim of bullying. In the study group where male students with a mean age of 13 consisted 50 % of the study population, cases were attending primary (40%), secondary (26%) , and higher levels of (34%) education These students were subjected to violence at least once for a duration of one year. This incidence was 3 times higher than those found in other studies. Male students were more frequently involved in bullying behaviours. In higher education male students were more frequently involved in bullying behaviours, while in primary, and secondary education there was no difference between genders. The frequency of bullying behaviours decreased in higher grades. Bullying was more frequently observed in families with separated parents or in the absence of two biologic parents ( 16 ).
Many students were detected to be both victims, and perpetrators of physical (41.7%), emotional (79.9%), and verbal (80.7%) violence (Figure 6).
Compared with a female student, the probability of being both perpetrator, and victim of a physical, emotional, and verbal bullying for a male student was increased by 2.2 (p < 0.01), 2.3 (p < 0.001) and 2.3 (p < 0.001) times, respectively. The incidence of being a victim decreased with age. Among students whose parents were lycée (35%) or university (37.1%) graduates, physical aggressiveness, and victimhood have been observedly at a minimal level. Compared with a schoolchild of an unemployed father, and a housewife mother, the child of employed parents was 1.6-fold more likely to be both victim, and a perpetrator of a verbal bullying (p = 0.001). According to investigations conducted in Italy, boys were resorting to bullying more frequently than girls, while both genders were becoming victims of violence with a similar incidence. Boys were more likely to inflict direct physical aggression with the intent of causing physical harm, whereas girls were more likely to inflict indirect forms of aggression with the intent of causing psychological harm. However, there were no significant gender differences in direct verbal aggression. Researches have indicated that bullying is often exerted in the classrooms, but it is also encountered in other parts of the school, like corridors, and rest rooms, as well. Overall, 56.7% of all students had never been bullied in the last 3 months, 13.9% were bullied once or twice, 14.7% sometimes and 14.7% once a week or more often. Girls tended to be victimized more than boys; 34_5% of girls, and 24_8% of boys, had been victimized sometimes or more often. Boys were significantly more likely to suffer from various types of direct bullying, whereas girls were slightly more likely to suffer from indirect forms of bullying (e.g. being rejected, rumours spread about them). Significant differences emerged as for types of direct bullying, especially for being threatened and marginally for being physically hurt. There were no significant gender differences between direct verbal and indirect bullying; boys were almost as likely as girls to suffer from indirect bullying. An 18.5 % of the girls, and 20.4 % of the boys were subjected to bullying behaviours exerted by both girls, and boys. Over half of all students had bullied others, and nearly half had been bullied in Italy. Boys bullied more than girls, and girls were somewhat more likely than boys to be bullied sometimes or more often ( 17 ).
In conclusion, a multidisciplinary approach involving affected children, their parents, school personnel, media, non-govermental organizations, and security units is required to achieve an effective approach for the prevention of violence targeting children in schools as victims and/or perpetrators. In consideration of the impact of child's familial, and environmental cultural factors, and school ambiance on violence as well, educational efforts should be exerted both to eliminate potential adversities and also prevent bullying behaviours in schools.
none declared.
COMMENTS
Physical bullying: such as hitting, slapping, kicking or forced to do something. Verbal bullying: verbal abuse, insults, cursing, excitement, threats, false rumors, giving names and titles for individual, or giving ethnic label. Sexual bullying: this refers to use dirty words, touch, or threat of doing.
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Bullying in childhood is a global public health problem that impacts on child, adolescent and adult health. Bullying exists in its traditional, sexual and cyber forms, all of which impact on the physical, mental and social health of victims, bullies and bully-victims. Children perceived as 'different' in any way are at greater risk of ...
Introduction. Research on bullying victimization in schools has developed into a robust body of literature since the early 1970s. Formally defined by Olweus (Citation 1994), "a student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students and where a power imbalance exists" (p. 1173).
Introduction. With its negative consequences for wellbeing, bullying is a major public health concern affecting the lives of many children and adolescents (Holt et al. 2014; Liu et al. 2014 ). Bullying can take many different forms and include aggressive behaviours that are physical, verbal or psychological in nature (Wang, Iannotti, and Nansel ...
in some cases bullying can lead to "school-related victimizations" (Howell, 1997). Bullying has been defined as "repeated oppression, psychological or physical, of a less powerful person by a more powerful one" (Howell, 1997, p. 144). Success in the learning environment is not ensured by the absence of bullying, but
Bullying is a pervasive global problem that has attracted researchers' attention for five decades. It is typically defined as repeated, intentional hurting of a person who is weaker or less powerful than the perpetrator(s) (e.g., Olweus, 1978; Salmivalli & Peets, 2018).Bullying can be direct, such as physical or verbal attacks, indirect (also referred to as relational bullying), such as ...
Abstract. During the school years, bullying is one of the most common expressions of violence in the peer context. Research on bullying started more than forty years ago, when the phenomenon was defined as 'aggressive, intentional acts carried out by a group or an individual repeatedly and over time against a victim who cannot easily defend him- or herself'.
1. Introduction. Approximately 20 to 36% of youth experience bullying in their schools or neighborhoods across the United States (Modecki et al., 2014; Seldin and Yanez, 2019).Youth who experience bullying are vulnerable to developing psychopathology such as depression and anxiety (Kowalski and Limber, 2013; Reijntjes et al., 2010).Further, youth who experience bullying are likely to ...
When compared with the extent of the bullying literature on negative psychological constructs and outcomes, related research has recently been directed to examine youth's complete mental health via a holistic dual-factor model (e.g., Greenspoon & Saklofske, 2001; Suldo & Shaffer, 2008). The dual-factor model offers an expanded and more ...
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Bullying is a social problem, and one person in every three individuals randomly selected has been bullied physically, verbally, and socially (Misawa, 2010). Bullying influences both the individual and the perpetrator and may lead to present and long-term effects (Aleem, 2016). Bullying and peer victimization always have either direct or
Bullying involves repeated hurtful actions between peers where an imbalance of power exists [].Arseneault et al. [] conducted a review of the mental health consequences of bullying for children and adolescents and found that bullying is associated with severe symptoms of mental health problems, including self-harm and suicidality.Bullying was shown to have detrimental effects that persist into ...
significant research to bullying. By most accounts, youth-on-youth victimization or bullying empirical research began, or at the very least grew, with the focus of Olweus in the late 1970s. Much of the early research was conducted outside the US and focused on overt bullying, but the research has expanded into a much broader scope (Brank, Hoetger
WASHINGTON — A special issue of American Psychologist® provides a comprehensive review of over 40 years of research on bullying among school age youth, documenting the current understanding of the complexity of the issue and suggesting directions for future research. "The lore of bullies has long permeated literature and popular culture.
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Although attention to bullying has increased markedly among researchers, policy makers, and the media since the late 1990s, bullying and cyberbullying research is underdeveloped and uneven. Despite a growing literature on bullying in the United States, a reliable estimate for the number of children who are bullied in the United States today still eludes the field (Kowalski et al., 2012; Olweus ...
Bullying, internationally recognized as a problematic and aggressive form of behavior, has negative effects, not only for those directly involved but for anybody and in particular children in the surrounding environment (Modin, 2012).However, one of the major concerns among researchers in the field of bullying is the type of research methods employed in the studies on bullying behavior in schools.
Bullying is a repeated and deliberate pattern of aggressive or hurtful behavior targeting individuals perceived as less powerful. Bullying manifests in various forms, such as physical, verbal, social/relational, and cyberbullying, each having unique characteristics. Vulnerable populations often at greater risk of being bullied are individuals ...
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Bullying Research Paper. Bullying Research Paper. This sample bullying research paper features: 4600 words (approx. 15 pages), an outline, and a bibliography with 28 sources. Browse other research paper examples for more inspiration. If you need a thorough research paper written according to all the academic standards, you can always turn to ...
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