Bullying Attitudes Research Articles

Hubungan antara Pola Asuh Orang Tua terhadap Sikap Bullying pada Remaja

Bullying behavior is not a new phenomenon, but has been happening in Indonesia for a long time and continues to increase. Bullying behavior is mentioned as a form of negative action based on the misuse of power and strength that is carried out intentionally and repeatedly by one or a group of students who are offensive. This study aims to determine the relationship between parenting patterns with bullying attitudes in adolescents. This study used a correlational study method with Accidental Sampling sampling technique which obtained the research subjects as many as 132 teenagers.. The data analysis technique used in this research is descriptive analysis and inferential analysis. The results of this study indicate a significant relationship between parenting and bullying attitudes in adolescents based on a sig value that is less than 0.05, which is 0.039. This study also shows the Correlation Coefficient value of -0.216 (rcount > 0.1946), meaning that there is a low and opposite correlation between parenting and bullying attitudes. This value also means that the higher the parenting style, the lower the bullying attitude in adolescents. The results of this study indicate that the highest dimension is found in the bully dimension which indicates that the bullying attitude of adolescents is mostly shown through the bullying behavior that has been carried out by the teenager. The results in this study also stated that the parenting pattern that was widely applied by the respondent's parents was permissive parenting. Parenting styles play different roles in child development adequately and depend on children's involvement in bullying behavior.

The health context paradox in the relationship between victimization, classroom bullying attitudes, and adolescent depression: An analysis based on the hlm model

From the perspective of the health context paradox, this study examined the relationship between adolescent victimization and depression based on the diathesis-stress model and attribution theory using a nested model. A survey was conducted on 3743 Chinese adolescents using the Bullying & Victimization Scale, Rumination Scale, Beck Depression Inventory, and Bullying Attitude Scale. The results disclosed that victimization had a positive impact on depression, rumination played a mediating role between victimization and depression, and classroom anti-bullying attitudes heightened the correlation between victimization and developing depression as well as between victimization and engaging in rumination thinking. This study provides a new cross-level perspective to reduce the occurrence of depression among bullied adolescents and further validates the health context paradox, expanding its applicability range. It also provides new experimental research references for reducing depression among bullied adolescents from a more comprehensive, cross-level perspective in the future.

Efektivitas Pendidikan Kesehatan Dengan Media Video Edukasi Dalam Meningkatkan Pengetahuan dan Perubahan Sikap Bullying Siswa SMP Negeri 5 Kota Kupang

Health education is important in supporting health programs. Health education can be done using video media. Video media is a strategy that can be used to increase knowledge and change attitudes about bullying. Based on a survey conducted, bullying often occurs at SMP Negeri 5 Kupang City. The aim of this research is to determine the effectiveness of health education using video media in increasing knowledge and changing bullying attitudes of students at SMP Negeri 5 Kupang City. This type of research is quantitative with a pre-experimental design, one group pretest and posttest. Sampling used proportional random sampling technique with a sample of 73 respondents. The research instrument used a questionnaire and video media. The analysis used in the research is univariate to determine the distribution and frequency description of the variables and bivariate analysis using the paired-sample t-test. The research results showed that after education was carried out using educational video media, there were differences in knowledge and changes in students' attitudes regarding bullying, with a significance value of ρ = 0.00 or a smaller value of α = 0.05. It is recommended that video media can be used as information about bullying in junior high school students

Peran Guru Dalam Penanaman Sikap Anti Bullying Verbal Dalam Pembelajaran PKN di Sekolah Dasar

This study aims to determine, (1) Strategies for preventing verbal bullying behavior at SDIT Kemuning through Civics Education, (2) factors that influence the occurrence of verbal bullying behavior at SDIT Kemuning. (3) The role of teachers in instilling anti-bullying attitudes at SDIT Kemuning through Civics learning. (4). The impact of verbal bullying on students at SDIT Kemuning. This research is a qualitative study using descriptive methods to find out the role of teachers in instilling anti-verbal bullying attitudes at SDIT Kemuning through Civics Learning. The research subjects in the research school were SDIT Kemuning teachers, who implemented the learning process of the learning process using the 2013 Curriculum which implemented Character Education in Learning. This research uses an indirect interview method. The primary data source used was the Civics subject teacher. Secondary data in the form of journals and books. The data collection techniques used are observation and interviews. The data analysis technique uses the interaction model analysis technique according to Miles and Huberman, namely data reduction, data presentation (data visualization) and conclusion drawing (verification). The results showed that the strategy of preventing Verbal bullying behavior through Civics learning in students at SDIT Kemuning is by calling the two problematic students and then talking to them after that they are advised and given direction. Then, the supporting factor for bullying behavior at the SDIT Kemuning level is because students often do not realize that what they do, such as mocking, includes verbal bullying. Then, the role of teachers in instilling anti-bullying attitudes is to provide advice to students both individually and classically to all students. building awareness and understanding of bullying and its effects to all parties, especially students, working with parents, filling positive activities, and forms of cooperation that can involve students such as duha prayers, murojaah activities to instill character, collaborating with subject teachers to carry out supervision.

Bullying in Adolescents Practising Sport: A Structural Model Approach.

This article aims to analyse the relationship between the bullying aggressor and bullying victim profile related to practising or not practising sport in adolescents living in southern Spain. The research includes male and female participants aged between 12 and 16 years in different secondary schools in the provinces of Andalusia, Ceuta and Melilla in the period between February 2022 and June 2022. The study aims to extend the existing scientific, theoretical and empirical knowledge on the influence of playing sport or not on disruptive bullying attitudes in adolescents. To this end, two initial hypotheses were designed; the first hypothesises that bullying victim behaviours are associated with future bullying aggressor behaviours when practising sport; and the second states that victim behaviours are associated with future bullying aggressor behaviours when not practising sport. To verify them, SPSS software was used for the preliminary analysis of the scale and sociodemographic profile. Additionally, the study is based on structural equation modelling methodology and variance-based methods employing SmartPLS v3.3 software. The results show the importance of sport or physical activity to reduce the chances of carrying out bullying actions on other peers and/or classmates. Therefore, it is considered necessary to prevent bullying in the classroom by implementing sports intervention programmes in educational centres.

Üniversite Öğrencilerinin Siber Zorbalık Tutumu ile Sosyal Medya Tutumu Arasındaki İlişkinin İncelenmesi

The aim of this study is to investigate the relationship between cyber bullying and social media attitudes of Faculty of Communication Sciences students. At the same time, it was investigated whether students' cyberbullying attitudes and social media attitudes differ according to demographic variables. The sample of the study consists of 231 students studying at Anadolu University Faculty of Communication Sciences in 2018-2019 academic year. 117 (50.6%) of the participants were female students and 114 (49.4%) were male students. Relational survey model was used as the research model. Personal Information Form, Cyber Bullying Attitude Scale and Social Media Attitude Scale were used as data collection tools. According to the results of the research, there was a negative relationship between cyber bullying attitudes and social media attitudes of the students. There were positive and negative relationships between cyber bullying sub-dimensions and social media sub-dimensions. There was a significant difference between cyberbullying attitude and gender, frequency of social media use. A significant difference was found between social media attitude and frequency of daily internet usage and frequency of daily social media usage.

Does Bullying Attitude Matter in School Bullying among Adolescent Students: Evidence from 34 OECD Countries.

There is a need to study the relationship between adolescent bullying attitudes and school bullying behavior to reduce instances of bullying in schools. Based on the Program for International Student Assessment 2018 (PISA 2018), this study investigated the relationship between adolescent bullying attitudes towards different roles and school bullying behavior. Among 34 OECD countries, it also studied the mediating roles of student cooperation and competition, and adolescent bullying attitudes based on gender, grade, and whether one was a bullying victim. We adopted the Coarsened Exact Matching (CEM) method to control the effects of confounders on evaluation results. Overall, the results showed that bullied adolescents’ attitudes towards bullying followers and non-bullied adolescents’ attitudes towards bullying bystanders and defenders were more positively associated with school bullying behavior. Student cooperation partially mediated this relationship and student competition played the suppressor. The findings also provided fresh insights into anti-school bullying campaigns and practices.

Sympathy and active defending behaviors among Chinese adolescent bystanders: A moderated mediation model of attitude toward bullying and school connectedness

AbstractThis study tested the mediating role of bullying attitudes and moderating role of school connectedness in the link between sympathy and Chinese adolescents’ active defending behaviors in bullying. Participants were 808 Chinese adolescents (53.3% male, Mage = 12.40, SD = 0.50). The results showed that sympathy was significantly positively correlated with active defending behaviors through bullying attitudes. In addition, school connectedness could moderate the relationship between sympathy and active defending behaviors. Specifically, the positive correlation between sympathy and active defending behaviors was stronger for adolescents with a high level of school connectedness. These findings emphasize the importance of considering complex multiple ecological level factors when examining bullying bystander.

Student attitudes and perceptions of teacher responses to bullying: An experimental vignette study

ABSTRACT Although teachers are key in bullying intervention, little is known about their responses to bullying and how students perceive them. This study investigated whether experimentally manipulated teacher responses in vignettes (i.e., non‐response, comforting victim, correcting bully, both comforting victim and correcting bully) predict differences in student attitudes and perceptions (i.e., students’ bullying attitudes, empathy towards victims, perception of teacher bullying attitudes, response evaluations). Fourth‐to‐sixth graders (N = 251, 44.2% boys, M age = 10.86) read a bullying incident vignette that differed regarding the teacher’s response, before completing questionnaires. Analyses of variance demonstrated no differences in students’ bullying attitudes and empathy between conditions. The multiple response was evaluated as more appropriate than the single active responses. Correcting bully was perceived as the most appropriate single response and was associated with more perceived teacher anti-bullying attitudes, indicating that students deduced beliefs from teacher behaviour. Non-response was associated with the most negative student perceptions.

Using Systems Theory to Understand and Respond to Family Influences on Children's Bullying Behavior: Friendly Schools Friendly Families Program

This article addresses Systems Theory as it applies to school-age children's bullying behavior. It focuses on the interrelationships, mutual influences, and dynamics of relationships within the family, and how these may affect children's behavior toward their peers. The theory helps to explain the ways family patterns are reflected in children's negative interactions with peers, particularly bullying behavior. As such, Systems Theory was used to guide development of the content and strategies that formed the family component of Friendly Schools Friendly Families, a whole-school bullying prevention intervention. The intervention was designed to systematically target parenting factors identified as protective of bullying behavior and other problem behaviors, including parent–child communication, parent modelling, parenting style, parent bullying attitudes and beliefs, normative standards about bullying, family management techniques, connectedness, and cohesion. This whole-school program thus actively engaged and enhanced the self-efficacy of both parents and teachers, and was found to be effective in reducing bullying behavior.

Using social norms to reduce bullying

Bullying attitudes and behaviors and perceptions of peers were assessed in a case study experiment employing a social norms intervention in five diverse public middle schools in the State of New Jersey (Grades 6 to 8). Data were collected using an anonymous online survey (baseline n = 2,589; postintervention n = 3,024). In the baseline survey, students substantially misperceived peer norms regarding bullying perpetration and support for probullying attitudes. As predicted by social norms theory, they thought bullying perpetration, victimization, and probullying attitudes were far more frequent than was the case. Also as predicted, variation in perceptions of the peer norm for bullying was significantly associated with personal bullying perpetration and attitudes. Using print media posters as the primary communication strategy, an intervention displaying accurate norms from survey results was conducted at each of the five school sites. A pre-/postintervention comparison of results revealed significant reductions overall in perceptions of peer bullying and probullying attitudes while personal bullying of others and victimization were also reduced and support for reporting bullying to adults at school and in one’s family increased. The extent of reductions across school sites was associated with the prevalence and extent of recall of seeing poster messages reporting actual peer norms drawn from the initial survey data. Rates of change in bullying measures were highest (from around 17% to 35%) for the school with the highest message recall by students after a one-and-a-half-year intervention. Results suggest that a social norms intervention may be a promising strategy to help reduce bullying in secondary school populations.

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age = 11 years, 5 months) completed two newly developed measures of implicit bullying attitudes (a general Implicit Association Test on bullying and a movie-primed specific IAT on bullying), an explicit bullying attitude measure, and self reported, peer reported, and teacher rated bullying behavior. While explicit bullying attitudes predicted bullying behavior, implicit attitudes did not. However, a significant interaction between implicit and explicit bullying attitudes indicated that in children with relatively positive explicit attitudes, implicit bullying attitudes were important predictors of bullying behavior. Theoretical and practical implications are discussed.

Attitudes and beliefs about bullying among Australian school children

Attitudes and beliefs of Australian schoolchildren about bullying in schools were assessed and related to age, gender and reported involvement in bullying others at school. Questionnaires were answered anonymously by 2940 boys and 2508 girls attending 20 South Australian coeducational schools; student ages ranged from 9 to 18 years. The questionnaires contained the following reliable multi-item measures: attitudes toward bullying; normative pressure experienced by students to bully others at school; attitudes to victims of bullying; perceived capacity to bully others; and proneness to bully others at school. Generally, the mean scores on the attitudelbelief measures showed similar age trends to those indicating engagement in bullying behaviour. With increasing age, up to about 16 years, both boys and girls reported more engagement in persistent bullying and displayed attitudes and beliefs more supportive of bullying. Beyond 16 years, however, both attitudes and behaviours moderated, as reflected in results showing significant curvilinear (quadratic) relationships. Generally, pro bullying attitudes and behaviours were more common among boys. Multiple regression analyses conducted separately for boys and girls showed that for both sexes each of the attitudelbelief variables was independently and significantly related to proneness to bully others; collectively they accounted for more than 30% of variance on this scale. Results on the attitude/belief measures were compared for two schools for which high and low levels of bullying were reported. As predicted, the measures individually and collectively discriminated between the schools. The implications of these results are discussed for strategies and practices to reduce bullying in schools.