Exploring associations between school environment and bullying in Iran: Multilevel contextual effects modeling

Rezapour, Maysam; Khanjani, Narges; Mirzai, Moghadameh

doi:10.1016/j.childyouth.2019.01.036

Cited by 15 publications

(11 citation statements)

References 52 publications

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“…Finally, in previous studies school climate and life satisfaction were found to be negatively related to victimization (Martínez-Ferrer et al, 2011), and our results seem to confirm that the perceived school climate is an aspect of particular relevance of students life satisfaction (Suldo et al, 2013), including in situations in which someone is being bullied; the help and support of peers and teachers could prevent incidences of bullying, and as well as diminish the negative effect that bullying has on well-being (Flaspohler et al, 2009; Miranda et al, 2019; Rezapour et al, 2019; Varela et al, 2019; Zych et al, 2019).…”

Section: Discussionsupporting

confidence: 87%

“…This is done by promoting a climate of affection and security with clear rules and limits via affective proximity in interpersonal relations, and finally by fostering student participation and a feeling of belonging to the center, thereby generating opportunities for the development of personal, and social-emotional skills (Oliva et al, 2011b; Pertegal and Hernando, 2015). It is associated with adolescent well-being, academic outcomes, lower levels of bullying behavior, and positive attitudes toward interpersonal violence (Bradshaw et al, 2013; Espelage et al, 2014; Low and Van Ryzin, 2014; Benbenishty et al, 2016; Konishi et al, 2017; Rezapour et al, 2019). In turn, the results show that improvements made to the school climate correspond to greater awareness of the issue of bullying (Waasdorp et al, 2012), whereas a perceived hostile school climate corresponds to less intervention in bullying situations (Yoon et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Bullied Adolescent’s Life Satisfaction: Personal Competencies and School Climate as Protective Factors

et al. 2019

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Although adolescence has been defined as a stage of vulnerability, due to the biopsychosocial changes that happen throughout this developmental stage, it is also one of growth. Some of the core personal competencies that have been identified to promote positive development at this stage while simultaneously preventing risks are: (1) a positive sense of self, (2) self-regulation, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. There are many factors and contexts that influence adolescent development. The school climate, for example, has the capacity to promote positive development and life satisfaction, yet on the other hand, it is a context within which different forms of violence, such as bullying, can occur. The principal aim of this study, therefore, is to analyze the influence that bullying has on one’s life satisfaction, while taking into account participants’ socio-demographic characteristics (i.e., gender and developmental stage), their core personal competencies (i.e., problem solving strategies, empathy, emotional repair, self-esteem, and values), and the school climate. To obtain data, a hierarchical regression analysis was conducted with a sample of 647 Spanish students (53.3% female), ranging in age from preadolescence (10–13 years old; 60.3%) to mid-adolescence (14–18 years old; 39.7%), and belonging to diverse socio-economic contexts (15.3% rural) and schools (32.1% public). After gaining informed consent from both the participants and their parents, students completed the survey voluntarily, and under anonymity. Initially results show that gender, developmental stage, and having been bullied were predictors of participants’ levels of life satisfaction. When the core personal competencies were also considered in data analysis process, self-esteem, emotional repair, and social values were those demonstrating significant effects on one’s life satisfaction; moreover, being bullied was a significant predictor too. Finally, after taking school climate into account, only this variable as well as self-esteem and emotional repair were significant predictors of life satisfaction: the other assessed variables were no longer found to be significant predictors (i.e., gender, developmental stage, being bullied, and social values). These results have important implications for education objectives, methodologies, and school functioning: school climate, self-esteem and emotional repair seem to be particularly important for promoting student life satisfaction and for preventing the negative consequences associated with being bullied.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Bullied Adolescent’s Life Satisfaction: Personal Competencies and School Climate as Protective Factors

et al. 2019

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“…The present study determines the characteristics of factors that may lead to bullying behavior in unsupervised out-of-sight spaces to assess physical surroundings. There is a relation between physical disorder and bullying behaviors in the school environment, such as broken windows and poor building conditions [22]. Day & Midbjer (2007) show that architecture and spatial relations could influence human behavior and social relationships, such as scale and unsupervised out-of-sight spaces [23].…”

Section: Physical Surroundingsmentioning

confidence: 99%

A Review of School Bullying

Li¹,

Meng²,

Zhang³

2021

Advances in Social Science, Education and Humanities Research

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Most studies have demonstrated that school bullying is a common phenomenon around the world. An important aspect of reducing and preventing school bullying is understanding and determining interventions and strategies to prevent school bullying. Research in the past 40 years has revealed the nature and extent of this behavior and has begun to point out for us that different factors and preventions have certain degrees of impact on school bullying. This review introduces the development history of the management and prevention of bullying in countries worldwide, provides an introductory summary of the research on the relationship between the school learning environment and school bullying, and some popular preventions of bullying behavior are overviewed. Reducing school bullying is a key focus of schools, educators. This review aims to provide schools and educators with a framework based on bullying and education guidelines to better understand the emergence of such behaviors. At the same time, provide schools with some effective intervention measures to prevent or reduce school bullying.

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“…Thus, the research work focuses on secondary education students and the behavioural problems they exhibit within educational centres. The existing research highlights that there has been an increase in conflicts, school harassment, school violence, and disruptive behaviour in classrooms by students in the last decade [1][2][3]. It is also true that the health situation of the pandemic caused by the coronavirus disease 2019 (COVID-19) outbreak imposes serious restrictions on both the evolutionary development of the students as well as their motivation, social development, and academic progression [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

Vilà

Corbí

2021

IJERPH

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In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group (n = 55) participated in the training programme; correspondingly, the second group (control) (n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.

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Exploring associations between school environment and bullying in Iran: Multilevel contextual effects modeling

Cited by 15 publications

References 52 publications

Bullied Adolescent’s Life Satisfaction: Personal Competencies and School Climate as Protective Factors

Bullied Adolescent’s Life Satisfaction: Personal Competencies and School Climate as Protective Factors

A Review of School Bullying

Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

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