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Showing 1 results for Bullying Behavior
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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