Addressing Specific Forms of Bullying: A Large-Scale Evaluation of the Olweus Bullying Prevention Program

Olweus, Dan; Limber, Susan P.; Breivik, Kyrre

doi:10.1007/s42380-019-00009-7

Cited by 90 publications

(60 citation statements)

References 32 publications

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“…The study contributed three effect sizes, two were not statistically significant. Finally, the third eligible response [20] provided a yet-to-be-published study. The study contributed two effect sizes, both statistically significant intervention effects.…”

Section: Resultsmentioning

confidence: 99%

Locating unregistered and unreported data for use in a social science systematic review and meta-analysis

et al. 2020

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Meta-analysts rely on the availability of data from previously conducted studies. That is, they rely on primary study authors to register their outcome data, either in a study's text or on publicly available websites, and report the results of their work, either again in a study's text or on publicly accessible data repositories. If a primary study author does not register data collection and similarly does not report the data collection results, the meta-analyst is at risk of failing to include the collected data. The purpose of this study is to attempt to locate one type of metaanalytic data: findings from studies that neither registered nor reported the collected outcome data. To do so, we conducted a large-scale search for potential studies and emailed an author query request to more than 600 primary study authors to ask if they had collected eligible outcome data. We received responses from 75 authors (12.3%), three of whom sent eligible findings. The results of our search confirmed our proof of concept (i.e., that authors collect data but fail to register or report it publicly), and the meta-analytic results indicated that excluding the identified studies would change some of our substantive conclusions. Cost analyses indicated, however, a high price to finding the missing studies. We end by reaffirming our calls for greater adoption of primary study preregistration as well as data archiving in publicly available repositories.

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Section: Resultsmentioning

confidence: 99%

Locating unregistered and unreported data for use in a social science systematic review and meta-analysis

et al. 2020

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“…With the expectation of exploring significant factors driving students to bully, this research is aimed at scrutinizing the problem of bullying and finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students" academic achievement. Olweus (2019) defines bullying as the repeated occurrence of abuse between people from the same age group where an imbalance of power makes it difficult for the victims to defend themselves. Thornberg et al (2012) furthermore define bullying as repeated offensive and violence acts directed at less powerful targets in their interactions with the bully or bullies.…”

Section: Introductionmentioning

confidence: 99%

The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia

Muluk

Habiburrahim

Dahliana

et al. 2021

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Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

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“…It shows that boys are more bullying than girls. Usually, boys do bullying behavior physically, while girls usually bullying behavior in the form of verbal, mental, and social [18]. Bullying is a habit pattern that is considered normal, it is increasingly difficult to distinguish both the perpetrator and the victim [19].…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Child Bullying Behaviour of Game Mobile Learning Users, in The Early Childhood Education Management Perspective

Aisyah

Harun

Rohman

et al. 2021

Int. J. Interact. Mob. Technol.

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This study aims to analyze the behavior of verbal bullying, social bullying, and physical bullying in early childhood using game mobile learning. The research approach used is qualitative phenomenology. The informants of this study were 24 parents, 3 teachers, and 30 children aged 4-6 years in Early Childhood Education Institutions in Indonesia. Data were collected through in-depth interviews, observation, and documentation study. Based on the results of data analysis, it is known the behavior of verbal bullying, social bullying, and physical bullying there are differences in the intensity and frequency of bullying behavior of children aged 4-6 years while playing game mobile learning at home and in social settings. Unconsciously, bullying behavior is formed and developed from an early age through game mobile learning used by children. Children do not understand the meaning of bullying behavior which is shown through attitudes, words, and behavior when playing game mobile learning. So, the closest adults to the child are needed (1) to manage learning activities using game mobile learning, (2) provide intensive assistance for children when playing game mobile learning, (3) provide good advice and admonitions when bullying behavior is presented by the child, (4) agree on clear rules, and (5) firmly with children when playing game mobile learning

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Addressing Specific Forms of Bullying: A Large-Scale Evaluation of the Olweus Bullying Prevention Program

Cited by 90 publications

References 32 publications

Locating unregistered and unreported data for use in a social science systematic review and meta-analysis

Locating unregistered and unreported data for use in a social science systematic review and meta-analysis

The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia

The Analysis of Child Bullying Behaviour of Game Mobile Learning Users, in The Early Childhood Education Management Perspective

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