In this paper we analyze the similarities and differences between traditional (physical, verbal, relational, sexual) and electronic forms of violent behavior among peers. Violent behavior, which is a characteristic of the real world (insults, disinformation, slander) has been extended to the virtual world, but modern technology has also allowed: a) new forms (flaming, electronic harassment and intimidation, false imprisonment, assault videotaping and sexting) and b) more intense and brutal youth participation in violent activities, most likely because of the anonymity, indirect contact with the victim and deflection of responsibility. Violence perpetrators in the real and virtual worlds both have similar characteristics (lack of empathy and shame, neglect of moral norms, a tendency to minimize personal guilt and responsibility, ignoring the consequences and victim suffering, and similar family problems), and the victims experience almost identical consequences: psychosomatic, emotional (especially anxiety, depression, suicidal thoughts), educational, as well as difficulties in establishing and maintaining social contacts. Because of the large exposure and serious risks to psychological health, safety and welfare of children, there is a need to educate children, parents, teachers and doctors about the possible threats in the real and virtual worlds, and scientific research should provide tools for effective prevention and targeted interventions to reduce peer violence. Conclusion -With regard to peer-to-peer violence in the real world, modern technology has made new modalities and the more intensive participation possible of children in violent activities, but the perpetrators of these forms of violence have similar characteristics, and the victims identical consequences.

Members of the net generations are born and grow up in a digital world. They are different in attitudes and behavior from their parents and teachers who had to adopt to digital trends. The introductory of the paper part analyzes their typical characteristics and their special, new-millennium style of learning and gaining knowledge. These skills which are supported by leading contemporary paradigms (constructivism and connectivism) have prompted interesting changes in theory and practice of education, yet frequently neglecting upbringing outcomes. Therefore, this paper, based on the researched literature, examines possible influences of digital media on forming habits and creating new patterns of behavior that are practiced in learning and everyday activities such as speed, multitasking, searching for information and their immediate profitability and wide span of attention, which results in lack of patience, perseverance, superficiality, thoughtlessness and physical and mental laziness. Although the new wave of Internet usage is being associated with positive educational qualities such as sharing, mutual help, support, honesty and tolerance, there are also some negative sides of it, especially irresponsible and incorrect behavior towards others (electronic violence, disrespect for intellectual property), but also oneself (false self-presentation, (no) self- criticism and invasion of privacy). Since modern technology is forming the young generation and becoming an important force in shaping the modern society, the conclusion emphasizes that with positive changes in educational domain, attention should also be paid to developing educational qualities such as perseverance, consistency, patience, criticism and self- criticism, responsible behavior, mutual respect and appreciation. It should be noted that, in Croatian language, education and upbringing are different terms, which is why in the English version we used the terms education and upbringing separately. Key words: educational outcomes, moral behavior, upbringing qualities, patience, perseverance   ---    Sažetak Pripadnici net generacije rođeni su i odrastaju u digitalnom svijetu, a razlikuju se od svojih digitalno „priučenih“ roditelja i učitelja po stavovima i ponašanju. U uvodnom dijelu analiziraju se njihova tipična obilježja, poseban neomilenijski stil učenja i stjecanja znanja. Te osobine podržane vodećim suvremenim paradigmama (konstruktivizmom i konektivizmom) potaknule su zanimljive promjene u teoriji i praksi obrazovanja, ali se pritom učestalo zanemaruju ishodi odgoja.Stoga se u ovom radu na temelju literature ispituju mogući utjecaji digitalnih medija na oblikovanje navika i stvaranje novih obrazaca ponašanja koji se prakticiraju u učenju i svakodnevnim aktivnostima kao što su brzina, istodobno obavljanje više zadaća, traženje informacija i njihova trenutna isplativost, širok raspon pažnje, a što rezultira nedostatkom strpljivosti, ustrajnosti, površnosti, nepromišljenosti, tjelesnom i mentalnom lijenost. Iako se novi val upotrebe interneta povezuje uz pozitivne odgojne kvalitete kao što su dijeljenje, međusobno pomaganje, podršku, iskrenost i toleranciju, upozorava se i na negativnosti, osobito neodgovorno i nekorektno postupanje prema drugima (elektroničko nasilje, nepoštivanje vlasništva), ali i prema sebi (lažno predstavljanje i (ne)samokritičnost, ugrožavanje privatnosti).  Budući da moderna tehnologija oblikuje mladu generaciju te postaje važna snaga u oblikovanju suvremenog društva, u zaključku se ističe da uz pozitivne pomake u obrazovnoj domeni pozornost treba posvetiti i ishodima odgoja, osobito upornosti, dosljednosti, strpljivosti, kritičnosti i samokritičnost, odgovornom ponašanju, međusobnom poštovanju i uvažavanju.Ključne riječi: ishodi odgoja; moralno ponašanje; odgojne kvalitete; strpljivost; ustrajnost.

In schools around the world in the 21st century the dominant and worrying problems are: an increase in the number of poor and financially and materially deprived and a continuous increase in violence among peers, which brings us to the intriguing question whether there is a connection between these two phenomena. Therefore, the theoretical part of this paper analyzes the increase of peer violence in the context of socioeconomic inequalities of different societies which students live in and socioeconomic family factors. The aim of the empirical part is to determine which variables of socioeconomic status and material deprivation of children predict the status of perpetrators or victims of peer violence. The study included 610 (44.8% M; 51.6% F) primary school students, with average age of 13,88 years from different regions of the Republic of Croatia. For data collection the socioeconomic status questionnaire, scale of material deprivation of children in school and scale of victimization and violence among peers were used. The results indicated that 34.8% of respondents have acted violently toward peers because of their poorer financial status, and 45.7% were victimized for the same reason. It was also found that the analyzed SES variables and material deprivation do not predict committing violence against peers. Living in unfavorable socioeconomic conditions is associated with the role of victims, lower education of mothers, lower work status of the father, child's experience of fear because of the family's poor financial situation, and material deprivation in school are statistically significant predictors of victimization. It is suggested that practitioners, the public and policy makers pay attention and assist the growing number of children from socioeconomically disadvantaged families. They must be in focus of all school preventive programs, especially due to the increased risk for those children of being exposed to peer violence.

The article problematizes two universal problems in modern schools -peer violence and experiencing boredom in the classroom, and their interconnectedness. The results of research conducted among 604 students with an average age of 13.9 years show that these are relatively common among adolescents and that academic boredom is a significant predictor of victimization and the commission of traditional and electronic peer violence, which should be taken into account when creating prevention programs.

U novije vrijeme smatra se da učitelji imaju ključnu ulogu u suočavanju s problemom vršnjačkog nasilja, a za kvalitetne intervencije važna je kompetentnost učitelja. Cilj ovog istraživanja je ispitati odnos kompetentnosti i percipirane ozbiljnosti nasilne situacije u predviđanju intervencija učitelja u slučajevima vršnjačkog nasilja. Istraživanje je provedeno na nacionalno reprezentativnom uzorku (N=639) učitelja osnovnih škola u Republici Hrvatskoj, prosječne dobi 43 godine (sd=10,59). Za prikupljanje podataka, uz upitnik sociodemografskih karakteristika, korištene su Vinjete te Skala samoprocjene kompetentnosti za rad učitelja na problemima vršnjačkog nasilja. Uz analizu temeljnih odrednica kompetentnosti utvrđeno je da će učitelji koji su kompetentniji procjenjivati nasilje ozbiljnije od svojih manje kompetentnih kolega, a oni koji nasilje percipiraju ozbiljnije češće će i intervenirati. Rezultati pokazuju da kompetentnost ima značajnu prediktivnu ulogu u predviđanju intervencija, a u tom odnosu ozbiljnost nasilja ima moderatorski efekt. Najnižu vjerojatnost intervencije imaju učitelji s niskom kompetentnosti i niskom percepcijom ozbiljnosti nasilja, a najvišu vjerojatnost intervencije imaju učitelji koji imaju visoke razine kompetentnosti i procjenjuju nasilje ozbiljnim. Uz temeljno određenje kompetentnosti, ovaj rad nudi i relevantne smjernice za edukaciju učitelja.