Student Bullying Research Articles

Incompatible with Happiness: Results from Second Survey of Bullying and Discrimination Experiences of Bhutanese Higher Education Students

Bhutan is known to the outside world as a nation with Gross National Happiness (GNH) as its goal, a concept which is fundamentally underpinned by Buddhist philosophy of loving-kindness, compassion, emphatic joy, and equanimity. In Buddhism these are referred to as the four immeasurable qualities that one must cultivate to become kind, compassionate, and caring towards all living beings, and ultimately generates happiness. This concept as applied should lead to minimal or no instances of bullying and discrimination in such a society and in particular in educational institutions. However, prior studies as well as media reports have shown that there are growing instances of bullying and discrimination amongst both school and higher education students, and staff which is a cause of concern for a GNH nation. Such school experiences are likely to be transferred to higher education institutions and then later to the work places. Bullying and discrimination are often associated with negative outcomes and impacts overall mental well-being of students which can be detrimental to their later life. Therefore, this quantitative study was designed to understand the current level of bullying and discrimination amongst students (N= <10,000) of higher education institutions (n= 15) in Bhutan through a self-administered on-line survey to a representative sample of 1652 (male= 41.3%; female= 57.7% & others= 1%). Essentially, the reported prevalence of being bullied reduced (from about 45% in 2016 to about 36% in 2023), and likewise the reported prevalence of bullying others declined(from 18% to about 10%). There was also a slight reduction for those reporting some form of discrimination; from 51% from 46%. The preliminary findings from the study will provide insights into the current state of bullying and discrimination prevalent in the higher education institutions and make a case for more effective interventions to reduce prevalence of bullying and discrimination in schools and colleges, and, more broadly, the community.

Moral Intelligence and Bullying At Junior High School

There are many cases of bullying at junior high school level. Every school are now inclusive school because of the diverse culture, socioeconomic status, and students with various special needs. The diversity makes students look different. This is actually an opportunity for students to hone tolerance, or as opposite a high risk for occurrence of bullying. Therefore bullying is related to moral intelligence. If students can show empathy, they tend to think wisely and act positive. Coversely, those who bully others are students who lack kindness and act to suppres their peers. The purpose of this study was to determine the relationship between moral intelligence and bullying in junior high school students. The method used is quantitative with a correlational design. The subject were 300 junior high school students, boys and girls. The research used Moral Competency Inventory (MCI) scale and Olweus Bully/Victim Questionnaire (OBVQ) scale to collect the data, and data were analyzed using person product moment correlation. The results show negative and significant relationship between moral intelligence and bullying behavior in junior high school students with a correlation value of –0.633 and a significant value of 0.001.
 Keywords: moral intelligence, bullying, junior high school student

Examination of the relationship between peer bullying and cyber violence in university students

Peer bullying, encountered by individuals globally at an early age, necessitates a deep understanding of its underlying causes and associated elements for effective intervention strategies. The integration of digital technologies as tools has introduced the dimension of cyber violence to the discourse on peer bullying. This research aims to explore the relationship between peer bullying and cyber violence in a specific age group. Globally, 10-15% of children and adolescents experience peer bullying lasting over six months. Recognized as a global health issue by the World Health Organization and the United Nations, research indicates varying risks of exposure in different countries, such as 30% in Australia, 20% in Portugal, and 10% in the United States. The study investigates the connection between the violent behaviors adopted by individuals who have experienced peer bullying and their efforts to overcome the associated sense of worthlessness. Data were collected through an online survey utilizing the "Cyberbullying Scale" by Arıcak et al. and the Turkish-adapted "Adolescent Peer Relationships" scale by Seçer. The sample comprises 260 university students aged 18-24. Findings reveal that 53.8% of participants scoring high on the cyberbullying scale also exhibit elevated scores on the bully form of the adolescent peer relationships scale. Notably, 10% of those scoring highest on the bully form relate to participants who scored high on the threat dimension. In conclusion, the research highlights the need for additional studies to address cyberbullying and underscores the necessity for the development of diverse strategies. This study may establish a foundational framework for future research, contributing to the formulation of more effective approaches in combating cyberbullying.

PENGEMBANGAN PROGRAM PENDIDIKAN KARAKTER UNTUK MENGATASI PERUNDUNGAN DI LINGKUNGAN PENDIDIKAN

This research was prepared with the aim of examining in more depth how the character education program developed at Madrasah Tsanawiyah PPI 165 Arjasari was to overcome student bullying which often occurs in the madrasa environment and what results were achieved by the madrasah in its program development efforts. It is hoped that the results of this research can be useful for author and becomes a reference for other madrasas in their efforts to develop character education programs in their schools. The author in this research used a descriptive method to solve problems that occurred, in the form of actual problems. The data collected and compiled is explained up to the analysis stage in the form of observations, interviews and documentation studies. The results of the program implemented in this madrasa are able to minimize cases of bullying that have occurred before and are more developed so as to produce an output of madrasa students who respect each other and respect each other, because Madrasah Tsanawiyah PPI 165 has its own way of implementing it, among the programs developed consists of 4 aspects, namely understanding morals, special formation, habituation and the allegiance ceremony

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

Hubungan Bullying dengan Kepercayaan Diri Siswa-Siswi

Introduction: The problem of bullying turns into an endless risk. Bullying continues to grow consistently and is increasingly common in school settings. Bullying is a threat that a person makes to others to cause psychological disturbances for his victims. Bullying that occurs can be in the form of verbal, physical, rational, and cyberbullying. Students who get bullying behavior from their friends can affect their confidence. Objectives: This study aims to determine the relationship between bullying and self-confidence in students at SMP Triguna Depok. Method: In this study, researchers used a correlation descriptive design with a cross-sectional approach with a sample of 74 respondents using total sampling techniques. The instruments used were an olweus bullying questionnaire and a confidence questionnaire. Statistical tests use the chi-square statistical test. Result: The results of the study using a chi-square statistical test of the relationship between bullying and self-confidence in students at SMP Triguna Depok obtained p-value = 0.000 < 0.05. Conclusion: There is a relationship between bullying and self-confidence in students at SMP Triguna Depok in 2022.

Upaya Meningkatkan Pemahaman Siswa Tentang Bahaya Bullying Melalui Layanan Bimbingan Klasikal Pada Siswa Kelas VIII di SMPN 1 Sungai Pua

Bullying is very common in the school environment because it can disrupt students' learning at school. Schools, especially guidance and counseling teachers, have an important role in ensuring that students or students avoid bullying so that they are able to learn effectively and efficiently. Students who have an understanding of the dangers of bullying will have a greater opportunity to avoid levels of bullying and understand the dangers of bullying. This research also aims to ensure that students can find out that there is an increase in understanding of the dangers of bullying through classical guidance for class VIII students at SMPN 1 Sungai Pua for the 2023/2024 academic year. This research shows that after being given classical guidance services, more than half of the students can understand the dangers of being in the very high category. In the high category with a frequency of 6 it was 18.75%, in the medium category the frequency of 3 was 9.375%, in the low category the number of 0 was 0%, in the very low category with a frequency of 0 it was 0%. Thus, it can be concluded that classical guidance is an effective and innovative strategy to increase the understanding of class VIII students at SMPN 1 Sungai Pua regarding the dangers of bullying. The results of this research can be used as reference material for guidance and counseling teachers to increase understanding of the dangers of bullying in students through classical guidance services.

The Relationship between Assertive Behavior and the Tendency to Become the Object of Bullying in New Students

Bullying is one of the problems among freshmen who often lack direct, honest, and assertive self-expression to defend personal rights in expressing feelings, also called assertive behavior. This study aims to look at the relationship between assertive behavior and the tendency to be the object of bullying in freshmen. This study uses a quantitative approach with descriptive analysis methods, hypothesis testing (spearman's rho), and t-test (mann-whitney). The subjects of this study were 320 new students of the Faculty of Engineering, Makassar State University. The results showed that there is a relationship between assertive behavior and the tendency to be the object of bullying in new students (p = 0.000, r = 0.312). This means that the higher the assertive behavior, the lower the tendency to be the object of bullying in new students and vice versa. The results of additional analysis show that there are no differences in assertive behavior, however, there are differences in the tendency to be the object of bullying based on gender. It can be concluded that there is a relationship between assertive behavior and the tendency to be the object of bullying in freshmen with a moderate correlation.

Gender Disparities and School Climate: Key Factors in Understanding Bullying on Islamic Junior High School Students

<p class="07KatakunciKeywords">This study aimed to test two main hypotheses regarding bullying in schools. The first hypothesis was that male and female students significantly differed in bullying behavior. The second hypothesis was that school climate significantly influenced bullying. This article used a quantitative design to examine gender and school climate differences in student bullying behavior. Data were obtained through the scale of school climate and bullying. The subjects were 150 (75 males and 75 females) Islamic junior high school students in East Java. The data were analyzed using variance analysis and regression analysis. The results exhibited a difference between males and females in terms of bullying. School climate affected bullying, both overall and in every aspect. Among the five aspects of school climate tested, only student relations had a significant negative effect on bullying. This study indicates that student relations are crucial in bullying and recommends specific interventions to improve safety and inclusivity.</p>

Guardian Foster Service Program: Patterns of Handling Student Bullying Using An Ethnoparenting Approach

This research aims to analyze the Guardian Care Service Program as a strategy for handling student bullying by implementing an ethnoparenting approach in Islamic boarding schools. Qualitative research methods were used to gain an in-depth understanding of how foster carers involve cultural values in handling bullying cases and guiding students according to the local context. Research findings show that the Foster Care Service Program is an approach that responds to cultural dynamics in Islamic boarding schools, where foster carers play a central role in creating a safe and supportive environment. This program integrates local cultural and ethical values in developing santri, creates contextual anti-bullying policies, and increases community involvement. The results of this research provide valuable insight regarding the effectiveness of the ethnoparenting approach in overcoming bullying and supporting students' positive growth in the Islamic boarding school environment. The implications of these findings can help develop similar programs in traditional Islamic educational institutions and contribute to further understanding regarding the role of foster carers and ethnoparenting approaches in creating an educational environment that is inclusive, safe, and based on local cultural values.

Efektifitas Layanan Bimbingan Kelompok untuk Mengurangi Perilaku Bullying bagi Siswa Kelas VIII.5 SMP N 1 Kec. Payakumbuh

This research began with several students at SMPN 1 Kec. Payakumbuh in class VIII.5 who bullied his classmates. This bullying behavior is carried out individually and in groups, what is done is often calling friends by their parents' names, physically insulting friends and influencing other friends not to be friends with the victim, they even make the victim uncomfortable studying in class. Researchers try to implement group guidance services to reduce students' bullying behavior. This research aims to reduce student bullying behavior. The one group pre-test post-test pre-experiment method was used in this research. The research subjects were students in class VIII.5 who had bullying behavior obtained from the results of observations and interviews. The data analysis technique uses the Wilcoxon signed rank test. The instrument used is a measurement scale in the form of a questionnaire or questionnaire. The research results were seen from the implementation of the pre-test and post-test with a decrease in bullying behavior for each student. Wilcoxon signed rank test analysis shows that the value of 0.012 is lower than 0.05, so it can be concluded that there is a decrease in bullying behavior after being given group guidance treatment at SMPN 1 Kec. Payakumbuh.

Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education

Scientific literature has clarified that bullying is a global challenge and students with special educational needs (SEN) are at a higher risk of experiencing it. Educational actions focused on dialogue and interaction as dialogic gatherings (DG) have been widely studied as a successful educational action (SEAs) rooted in egalitarian dialogue that promotes social cohesion. However, its potential to prevent bullying among students with SEN remains to be investigated. This qualitative case study explores the impact of implementing DG in two elementary classrooms and its potential to prevent school violence in a comprehensive school setting (43 students, 10–12 years old, from which 5 had SEN). Classroom observations of DGs and focus groups with teachers and students were conducted. Data analysis indicated that DG effectively contributed to students’ increased awareness regarding the distinction between violent and non-violent relationships, and influenced their personal preferences, guiding them towards non-violent behaviours. Implications for practice highlight the potential of DG to enhance non-violent behaviours among elementary students, which is particularly relevant to ensure students with SEN’s protection and inclusion.

Teachers' Perceptions of Bullying in Saudi Arabian Primary Public Schools: A Small-Sample, Qualitative Case Study.

Bullying among primary school students is a serious problem that often has multiple negative effects including poor academic performance and mental health problems. The current study used qualitative methodology to determine the role of communication in creating awareness and preventing bullying in a school setting through stakeholder intervention and bullying-prevention programs. If teachers are aware of bullying, then they are likely to take adequate measures to reduce or prevent future bullying. The researchers conducted semi-structured interviews with 15 teachers working in public primary schools in Jeddah, Saudi Arabia. The results provide an initial step in the Saudi Arabian context toward identifying the forms and types of school bullying, helping administrators, teachers, parents, and students reduce bullying and develop long-term plans for addressing bullying. Consideration of teachers' perceptions may enable the development and implementation of new programs for addressing bullying in primary school students. The discussion highlights future research directions and the limitations of the current research.

The Correlating Factors Aligned with Bullying Acts at Elementary Schools in Sumenep Regency

Recently, cases of bullying in the education sector have become increasingly prevalent in Indonesia. Bullying cannot be taken lightly as the emotional scars of infliction can damage a child's mental health, and it is not uncommon for victims of bullying to become bullies themselves in the future. This study aims to describe the correlating factors aligned with the bullying of elementary students in Sumenep Regency. Two hundred eighty-eight elementary school students from 14 schools participated in this research, and the data was analyzed using bivariate tests. The results of this study indicate that 68.1% of the respondents reported experiencing direct bullying, with 50% of those being boys. Additionally, 128 male students (44.4%) were reported as bullies. There is no significant relationship between gender and the experience of being bullied; every child has the potential to become a victim or perpetrator of bullying at school. Bullying is also closely related to academic achievement. The study does not expose any relationship between the experience of being bullied and the living situation of the students. Students feel sad and lacking in confidence when they are bullied, and they have tried to report this to relevant parties such as parents or teachers. However, the culture in Sumenep still considers bullying to be a common occurrence among children. Therefore, all parties must work together in addressing bullying, given the significant psychological impact it can have on children.

The Effectiveness of Content Mastery Services with a Muhasabah Approach in Reducing Bullying Behavior in Students

This study aims to examine the effectiveness of content mastery services using a muhasabah approach in reducing bullying behavior of students at SMPN 33 Kerinci. This research is a research with a quantitative-experimental approach with a one group pretest-posttest design. The number of samples in this study were 36 students from Class VIII. The results showed that the level of students bullying behavior before the implementation of content mastery services using the muhasabah approach was mostly in the high category with an average of 131.81. After implementing content mastery services with a muhasabah approach, most were in the low category with an average of 83.72 with a decrease score of 48.08. Based on the results of data analysis using the Wilcoxon test, it shows that there is a decrease in student bullying behavior with sig. (2-tailed) of 0.001 <0.05 this indicates that ho is rejected and ha is accepted. Thus, it can be concluded that content mastery services with a muhasabah approach are effective in reducing student bullying behavior.

Exploring Teachers' Perspectives on Using a Spiritual Approach to Address Bullying Behavior Among Students: A Qualitative Study

The primary discoveries of this researcher's inquiry underscore the potential of integrating spirituality into educational practises to reduce bullying and foster favourable behavioural transformations in students. The educators employed diverse pedagogical approaches, including mindfulness exercises, storytelling sessions, and open dialogues centred on spiritual themes such as compassion and forgiveness. Implementing these strategies has been found to potentially enhance students' self-awareness, empathy, and sense of community, creating an educational environment that is ultimately more inclusive and secure for all individuals. The study clearly recognises the difficulties of putting a spiritual perspective into action. Experts in the field of education have proposed a number of solutions to these problems, including expanded opportunities for teacher training, more communication and cooperation among stakeholders, and flexible methods of instruction. Those in positions of responsibility in the field of education, such as administrators, teachers, and lawmakers, stand to gain greatly from considering the implications of the research findings. The results raise the possibility that schools with a stronger emphasis on spirituality have a positive effect on students' academic performance and well-being. To take advantage of these benefits, schools should put an emphasis on teacher preparation, promote teamwork, and craft a holistic strategy for integrating spirituality. Involving all parties is crucial in creating a welcoming and secure learning environment where kids may practise gratitude, empathy, and respect for one another. This research shows how spirituality can be included in classrooms to make for a more peaceful and empathetic learning environment. It also highlights the importance of taking a holistic approach to education that incorporates more than just academics.

Validating the Cisneros self-test on bullying in Dominican students

Bullying is a relevant concept in education, composed by different dimensions and it is significantly associated to other variables. Therefore, there is a need for an instrument which can analyze the level of bullying as a single dimension, as the Cisneros Self-test on Bullying (Oñate & Piñuel, 2005). This instrument analyzes the intensity of bullying and to value its relevance on the different variables mentioned above. Our main goal was to validate this instrument in 531 Dominican secondary students. To validate it, we utilized two instruments: the Emotional Instability Scale (Caprara & Pastorelli, 1993) and the Prosocial Conduct Questionnaire (Caprara & Pastorelli, 1993). Several competitive structural models were estimated, and results supported thereliability and validity of this instrument. Therefore, we can conclude that the Cisneros’s scale is a good instrument to measure global bullying. We highlight its influence on future interventions considering the relevance that bullying has on many other variables as aggressiveness, prosocial behavior or suicide ideation.

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

In this study, in line with TIMSS 2019 data, 8th grade students' school engagement in the Turkish education system and various variables in the field of science and mathematics, which are thought to be related to school engagement, were examined with the Random Forest method, a method amongst data mining methods. This research focuses on student bullying, which includes psychological factors at school, such as whether students like or dislike their lessons, their confidence in science, their self-confidence, absenteeism, and the effects of teachers' teaching methods on SE. The sample of the study consisted of 3872 students in the science data set and 3802 students in the mathematics data set, which remained as a result of the lost data deletion and assignment processes from 4077 students who originally participated in the application. The open-source Python infrastructure was used in the analysis of the data. Orange 3.32 data mining program was employed for model setup. The model performance criteria MSE, RMSE, MAE and R2 values obtained as a result of the analysis. In both areas, the variables that contribute to the prediction of students' school engagement were ranked according to their importance levels, starting from the most important, also interpreted and discussed. It was observed that the performance criteria of the established model have values close to zero in the field of science (MSE: 2.775 RMSE: 1.666 MAE: 1.267) and mathematics (MSE: 2.240 RMSE: 1.497 MAE: 1.131). Variables explain school engagement at the rate of 69.6% in science and 75.7% in mathematics. The order of importance of the variables in both areas showed a great similarity. Student bullying was obtained as the most important variable. Prospective studies can also be planned towards collecting more in-depth data deploying qualitative data collection methods under a qualitative research model that also includes the opinions of self, peers, teachers and parents. For the education policies that the TES should produce toward increasing SE, it is weighty to reduce and prevent student bullying in schools with sustainable practices. Exclusively school administrations should focus on student bullying with the help of counselors, diagnose the problems and take measures in and out of school according to the types of bullying.

THE RELATIONSHIP BETWEEN EFFECTIVE TEACHER COMMUNICATION AND BULLYING BEHAVIOR OF CLASS X AND XI STUDENTS AT MUTIARA HIGH SCHOOL 17 AUGUST, BEKASI CITY, 2023

Background: Bullying is one of the serious problems in many countries, including Indonesia. Data recorded by KPAI from 2011 to 2019, bullying is still a dominating case of violence in the world of education. Bullying is an international problem that crosses lines of gender, economic status, culture, and race. Bullying is also a form of the most common violence in today's society, Bullying is described as deliberate, unwanted, aggressive repetitive behavior involving a real or perceived imbalance of power. Bullying is a public health problem that constantly impacts various aspects of life. Research Objective to determine the relationship between effective teacher communication and student bullying behavior at SMK Mutiara August 17, class X and XI Bekasi Bekasi in 2023. Research Method: This type of research uses quantitative research that aims to describe a phenomenon based on the data obtained. The design in this study uses Observational Analytics with a Cross sectional statistical approach. Cross Sectional approach is a study that aims to determine the relationship between two variables. Research Results: Based on the results of the Chi Square statistical test output with a 95% confidence level, a P Value of 0.003 was obtained. This shows that P Value (0.003 ) < α value (0.05). It can be concluded that Ha is accepted. Conclusion: There is a relationship between effective communication between teachers and bullies of grade x and XL students of SMK Mutiara August 17, Bekasi City in 2023.

Bullying of female students with intellectual disability in mainstream schools: Personal experiences from Saudi Arabia

This study explores bullying targeting students with intellectual disability, specifically the extent to which they are subjected to bullying during their intermediate school years. Utilizing students’ personal experiences, it identifies the patterns of bullying behavior to which they are exposed by their neurotypical peers, and its repercussions. The study employs a qualitative approach with eight female student participants with intellectual disability enrolled in intermediate stage special classes attached to inclusive schools. The research finds that all of the participants experienced bullying during their time in intermediate school. The most prominent forms of which were physical and verbal bullying. The study reports that the bullying the students were subjected to by their neurotypical peers caused embarrassment, tears, anger, nervousness, feelings of oppression, withdrawal, and a preference for associating others with a disability, rather than their neurotypical peers. The study's participants suggested ways to minimize bullying, including the promotion of neurotypical students’ respect and appreciation for their peers with a disability, and recommended that administrators, teachers, counsellors, and parents play an active role in guiding neurotypical students to respect and value students with intellectual disability.