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Showing 4 results for Bullying
Akbar Aliverdinia, Maryam Sohrabi,
Volume 4, Issue 1 (8-2015)
Abstract
School Bullying is a complex, widespread issue involving students for years however this psychosocial phenomenon has gained attention among researchers from 1980s. Most of the researches on bullying are mainly done by psychological perspective, thus this study tries to highlight the social factors associated with bullying. Given the aim of the study, three of the most famous criminology theories: General theory of crime, Differential association theory and General strain theory (GST) were chosen as the theoretical framework and three types of bullying (verbal, physical & social) were considered. Based on the theories It has been hypothesized that there is a positive correlation between low self control and bullying, differential association and bullying and general strain and bullying. The population of the study consists of all the high school students from first to third grade in Sari's urban area. A total of 410 persons were selected by stratified random sampling proportional to size. The results showed that 7.6 percent of the respondents never involved in bullying. 65.4 percent of students have bullying in low level, 22.2 percent in moderate and 4.9 percent of those in high extents. Also boys bully more than girls. Multiple regression analysis results also show that the variables low Self-control, differential association, and general strain are the strongest predictors of bullying.
Dr Zahra Rashidi,
Volume 7, Issue 3 (1-2019)
Abstract
The purpose of this study is to investigate the social phenomenon of bullying among faculty members. In this way, various aspects of these issues were tried and presented with respect to the context of the institution of university in Iran. The present study was conducted within the framework of the qualitative approach and using the fundamental theory research method (with a Strauss and Corbin system look). For data collection, informative media, in-depth interviews and informal interviews were used. Selection of information media of the research was done purposefully and using sampling strategies with maximum variation and theoretical sampling. The research media included 32 faculty members of comprehensive universities in Tehran. Data analysis was performed in three stages of open, axial, and selective coding.. According to the findings, the phenomenon of bullying in faculty members' relations in Iran's higher education has verbal, physical, or psychological and social dimensions(Phenomena). This phenomenon has arisen due to organizational and individual circumstances(Causal Conditions) and resulted in reactions such as avoidance, conflict, acceptance(Strategy). These reactions have been affected by the responses of the authorities, the persistence and common beliefs (intervening conditions), structure and academic culture (context), resulting in occupational, personal, social and economic vulnerability(Consequences)
Mostafa Ahmadi Darani, Mahnaz Edalat Panah,
Volume 13, Issue 1 (7-2024)
Abstract
Today, bullying and methods for the prevention and control of it have become a focus of attention for researchers in the field of education. Therefore, the aim of this study is to investigate the relationship between being a victim of bullying and depression, considering the moderating role of parental attachment styles in children aged 10 to 12 in the county of Falavarjan. The population in this study includes all students aged 10 to 12 in all schools of Falavarjan, with approximately eleven thousand students in the academic year 2023-2024. A total of 374 students have been selected using the Morgan table and convenience sampling method for data collection. This study employes the California Bullying Victimization Scale, Maria Kovacs' Children's Depression Inventory, and Hazan and Shaver's Attachment Style Questionnaire. The conceptual model of the research has been fitted using path analysis, performed with AMOS software version 24. The results indicate a significant relationship (p < 0.05) between being a victim of bullying and depression, and also a significant relationship (p < 0.05) between children's depression and parental attachment styles.
Miss Fateme Farahani Monfared, Dr Mehdi Akbari Amoli, Mr Mehdi Alavi,
Volume 13, Issue 1 (7-2024)
Abstract
The aim of the meta-analysis research is to identify the determinants of bullying in school. The research is applied in terms of purpose and the method used is meta-analysis. The study population is all international studies conducted in the field of determinants of bullying in school. By studying 166 articles and reports from the last 20 years (from 2004 to 2023), only 38 important articles were identified that met the criteria and were selected using purposive sampling. The Hedges approach meta-analysis method was used. The time range of data collection is between 2022 to 2024, and the sources used were scientific and research articles and research project reports received from scientific databases. In the analysis section and to improve the power of the test, the effect size index was used, and the comprehensive meta-analysis statistical software (th2CMA) was used to perform the meta-analysis. The findings show that 6 effect sizes with low intensity, 11 effect sizes with medium intensity, and 4 effect sizes with high intensity were evaluated. The average effect size of the seven categorized hypotheses in the fixed effect model was 0.32 and 0.31 in the random model, which was significant. The findings show that out of the seven categorized hypotheses, six significant hypotheses were obtained. Results show that bullying behavior in school had a significant effect on violence, academic failure, depression, low psychological adjustment, and feelings of suspense and insecurity, but the effect of bullying behavior in school was not significant on anxiety. It is necessary to conduct more research on examining and identifying longitudinal causal relationships between the effects of the subsequent variables of bullying behavior in order to better understand the direction of the real effects.
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