Bully/victim problems and their association with Machiavellianism and self‐efficacy in Greek primary school children

Andreou, Eleni

doi:10.1348/000709904773839897

Cited by 116 publications

(121 citation statements)

References 30 publications

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“…As far as the association between Machiavellianism and self-efficacy of bully/victim cases is concerned, a study was conducted in children from the fourth and sixth grade of primary schools. It was proved that anti-bullying interventions might be of paramount importance not only in case of mastery-oriented motivation but also in case of citizenship and interpersonal relationships aiming at reducing children's aggression-encouraging cognition not to mention the decrease of Machiavellian attitudes [26]. According to [27], new attention was drawn to the controversial issue of instructional influence in the classroom.…”

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confidence: 99%

Machiavellianism in Universities: Perceiving Exploitation in Student Networks

Bekiari¹,

Spanou²

2018

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Aim of this article is to examine parameters and types of Machiavellian behavior among students in selected departments. Social network analysis, bivariate analysis and principal component analysis have been implemented. A total sample of 27 students of Business Administration dept. (Thessaly University of Applied Sciences), 63 students of Veterinary dept. and 57 students of Physical Education dept. (University of Thessaly) has been analyzed. Selected results: Male students tend to regard more students as Machiavellians. Female students seem to be more willing to harm others. Male ones are more willing to exploit weaknesses. Tall or heavy students are regarded as quite Machiavellians. Students of urban origin or rich enough seem to adopt a relatively innocent view. Using internet is regarded as an evidence of Machiavellianism. To select friends by appreciating their knowledge capacity is considered to be unrelated to Machiavellianism. Two types of students who are targeted for Machiavellian practices are demarcated: a) "full target" and b) "beneficial target". Two types of Machiavellian students appear: a) "full Machiavellian" and b) "ruthless". A mixed typology of victims and Machiavellians reveals: a) a "targeting and targeted" type, b) a "full target", c) a "beneficial target" and d) a "ruthless". In general, the Machiavellianism seems to be either a generalized strategy or a quite specific one.

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confidence: 99%

Machiavellianism in Universities: Perceiving Exploitation in Student Networks

Bekiari¹,

Spanou²

2018

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“…Prior studies have only looked at self-efficacy for aggression and assertion in bullies and victims (Andreou, 2004;Andreou et al, 2005) but not at general self-efficacy and not at other aspects of belief-in-self, such as self-awareness and persistence. The diminishment in belief-in-others for victims of bullying is corroborated by prior research indicating that such youth generally have less cohesive family structures (Berdondini & Smith, 1996;Bowers et al, 1992) and experience less teacher and peer support (Flaspohler et al, 2009;You et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Compared with students who are not involved in bullying, victims tend to have lower self-efficacy for assertion, higher self-efficacy for aggression, and lower self-efficacy for learning and performance (Andreou, 2004;Andreou, Vlachou, & Didaskalou, 2005).…”

Section: Belief-in-selfmentioning

confidence: 94%

An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

Fullchange

Furlong

2016

Sage Open

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This study explored the effects of being bullied from a dual-factor lens, specifically examining the relation between victimization and constructs that contribute to social-emotional well-being. Prior to carrying out the main analyses, the factor structure of self-report items related to experiencing bullying and harassment from the California Healthy Kids Survey, which was administered to more than 14,000 high school students, was examined to establish that these items represent an overall factor: students’ experience of victimization. This factor was then used as an independent variable in a series of planned comparisons with a dependent variable represented by constructs addressed by the Social Emotional Health Survey–Secondary: belief-in-self, emotional competence, belief-in-others, and engaged living. With increased frequency of victimization, suicidality increased and belief-in-others decreased. For other constructs, belief-in-self, engaged living, and depression, there were significant differences found between individuals who had experienced frequencies of bullying as low as less than once a month and those who did not experience bullying at all but no further detrimental impacts were seen with even higher frequencies of victimization, indicating that being victimized at all is significantly worse than not being victimized for these variables. Implications and future directions for research are explored.

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“…In relation to kinds of conflicts, authors like Bjorkvist, Lagerspetz & Kaukiainen (1992), Atkins, Stoff, Osborne & Browne (1993), Crick & Grotpeter (1995) Archer & Coyne (2005) and Zimmer-Gemback, Geiger & Crick (2005), describe different classifications that join three great groups of conflicts (physical, psychological and verbal violence). Some authors (Slee & Rigby, 1993;Baldry & Farrington, 1998;Anderson et al 2003;Berguno, Leroux, McAinsh & Shaikh, 2004;Andreou, 2000Andreou, , 2001Andreou, , 2004Andreou, and 2006Cava, Musitu & Murgui, 2007;Pelegrín & Garcés de los Fayos, 2008;De Bruyn, Cillessen & Wissink, 2010), differ four principal causes of conflicts: familiar, social, personal and scholar causes. Other studies (Baldry & Farrington, 2005;Gentile et al, 2009;Greitemeyer & Osswald, 2009;) affirm that the lack of protective factors among young people, joined to risk factors increases noticeably the likelihood of violent situations in school.…”

Section: Introductionmentioning

confidence: 99%

¿Crece la conflictividad escolar? Percepciones de estudiantes y profesorado de Secundaria

Mora

Ponce

2017

Educatio

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Resumen:La conflictividad escolar, un tema que ha sido estudiado en profundidad en los úl-timos años, preocupa a gran parte de la sociedad. Durante cierto tiempo, el acoso escolar ha seguido una trayectoria ascendente, sin embargo, han comenzado a aparecer nuevos estudios que demuestran que el clima escolar está mejorando. El objetivo de este artículo es comprobar si realmente el clima escolar está mejorando, mediante dos encuestas basadas en las percepciones de los profesores y de los alumnos, que fueron realizadas durante los cursos 1998/1999 y 2011/2012 por diferentes investigadores. La muestra total incluía a más de 4.000 profesores y estudiantes de tercer curso de Educación Secundaria. Los resultados muestran que, según los participantes, los estudiantes no presentan comportamientos especialmente problemáticos y que el clima escolar es positivo. La mayoría de las agresiones son verbales y los estudiantes problemáticos se limitan a entorpecer el curso de las clases. A pesar Abstract:A large part of society is concerned about school conflict, a subject that has been studied in depth over the last few years. Over a period of time bullying was on the rise. However, new studies that show that school climate is improving have started to appear. The aim of this paper is to verify if really school climate is improving by means of two surveys based on pupils and teachers' perceptions of school conflict, conducted in 1998/1999 and 2011/2012 by different researchers. The total sample consisted of over 4,000 secondary teachers and students in their third year of secondary school. Results show that, in the participants' opinion, students are not especially troubled and school climate is positive. The most frequent aggressions are of a verbal nature and troubled students just disrupt the course of the classes. In spite of this, there are 15% of unmotivated teachers because of school conflict. It was also noticed that family situations affect student achie- The results show that conflict has decreased compared to the first study (García & Martínez, 2001).¿Crece la conflictividad escolar? Percepciones de estudiantes y profesorado de Secundaria Inmaculada Hernando mora y roberto Sanz Keywords:School conflict; climate school; bullying; verbal violence; unmotivated teachers; secondary education.de ello, un 15% de los profesores se sienten desmotivados debido a la conflictividad escolar. También se ha comprobado que la situación familiar afecta a los resultados escolares. El porcentaje de estudiantes que repiten curso es mayor en aquellos hogares desestructurados y en aquellos en los que las madres se ausenta por motivos laborales. Se ha comprobado que la conflictividad ha disminuido en comparación con el primer estudio (García y Martínez, 2001). Palabras clave:Conflictividad escolar; clima escolar; acoso; violencia verbal; profesores desmotivados; educación secundaria. Résumé:Le conflit scolaire, un sujet qui a été étudié en profondeur ces dernières années, inquiète une grande partie de la société. Durant un certain temps, le...

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Bully/victim problems and their association with Machiavellianism and self‐efficacy in Greek primary school children

Cited by 116 publications

References 30 publications

Machiavellianism in Universities: Perceiving Exploitation in Student Networks

Machiavellianism in Universities: Perceiving Exploitation in Student Networks

An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective

¿Crece la conflictividad escolar? Percepciones de estudiantes y profesorado de Secundaria

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