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Psychological Profiles and Behavioral Dimensions of Bullying Among Adolescents: A Field Study of Middle and Secondary School Students in Taghit (Béni Abbès, Algeria) with Implications for School Psychology, Educational Policy, and Preventive Interventions

Year: 2025
Type: article
Study design: Observational Study
Abstract: This study investigates the psychological characteristics of students engaged in bullying behaviors within middle and secondary schools in Taghit (Béni Abbès), Algeria.The central research question guiding this study was: What are the psychological profiles that distinguish bullying students according to the patterns of their bullying behavior?Employing a descriptive-correlational design, data were collected from a sample of 100 students using the Bullying Questionnaire developed by Al-Subhien & Al-Qudah (2013).Quantitative analyses, including cluster analysis, were conducted using SPSS.Findings indicated that bullying behaviors were prevalent at high levels, particularly in physical and verbal aggression, while cyberbullying and social exclusion were present at lower levels.No statistically significant differences emerged across gender or educational stage (middle vs. secondary).However, four distinct psychological profiles were identified: (1) a non-bullying profile characterized by emotional stability, empathy, and balanced peer relationships; (2) a moderate bullying profile linked to situational triggers and limited empathy; (3) a dominant-aggressive profile with high physical and verbal aggression, low self-regulation, and tendencies toward dominance; and (4) a mixed-pattern profile combining verbal aggression with social manipulation and avoidance of authority.These findings highlight the need for proactive school-based interventions.The study recommends strengthening preventive educational programs, training teachers to identify early signs of bullying, and expanding the role of school psychologists in providing psychological support and interventions tailored to diverse bullying profiles.
DOI: 10.56334/sei/8.10.87
Language: English
Field: Psychology
Open Access status: bronze
OpenAlex ID: W4414779365
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