Year: 2019
Type: article
Abstract: B ullying has been a matter of concern for a long time, one of the first authors writing about that issue was Olweus (1997, p. 496), who exposed three main criteria for bullying.The first criteria characterizing bullying is "aggressive behavior or intentional harm doing", secondly, bullying is "repeatedly and over time" and third, "in an interpersonal relationship characterized by an imbalance of power".Authors in literature argue, that students who were bullied and also bully, »reported low academic achievement, loneliness, and psychosocial maladjustment« (Nansel et al. 2001;in Dorio et al., 2019).Some studies found bullying others to be associated with low SES, including economic disadvantage, poverty, and low parental education.Additionally, where composite measures have been used, children from low socioeconomic backgrounds have been found to bully others slightly more often.(Tippett and Wolke, 2014, p. 48).Bullying affects the climate in classroom and school and it has an impact on relationships among students, the relationship between bullying and the school climate is actually reciprocal (Brandyopathyay et al., 2009; Golstein et al., 2008, in Pečjak and Pirc, 2017, p. 76).The main goal of this study is to research bullying in the eighth grade in Slovenian schools, how often they are bullied, the relationship with SES and background and contextual factors.The study will test if Slovenian eighth-graders with lower socio-economic status (SES) tend to be more frequently exposed to peer violence than the ones with higher SES and how is peer violence connected to different contextual factors that Bullying of eighth graders in Slovenian primary schools (Secondary analysis of ICCS 2016)
Source: Šolsko polje
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2997833344