Exploring the Escalation Process of Academic Bullying: A Qualitative Study

doi:10.33423/jhetp.v22i11.5414

Cited by 2 publications

(4 citation statements)

References 17 publications

(35 reference statements)

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“…This finding aligns with previous studies that have established the adverse effects of bullying such as hopelessness, loneliness, insomnia, sadness and suicidal thoughts (Fleming and Jacobsen, 2010;Hutson, 2018;Idsoe et al, 2012). Krishna and Soumyaja (2022) described helplessness as one of the elements which escalates the adverse effects of bullying on students. Students being bullied feel that they are socially excluded from the social networks and don't have anyone to whom they can look for help.…”

Section: Discussionsupporting

confidence: 91%

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Does bullying among students hamper their well-being? Roles of helplessness and psychological capital

Kuriakose

Bishwas

Nimmi

2023

IJEM

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PurposeAnchoring on the Conservation of Resource Theory (Hobfoll, 1989), the study aims to examine the relationship between student bullying, helplessness and student well-being. Further, the study also examines the mediating role of helplessness and the conditional role of students' psychological capital in the model.Design/methodology/approachDrawing responses from 397 students in the business management program in various B Schools in India, the hypothesized relationships were tested using IBM SPSS version 23 and AMOS 23, and moderation was checked with Hayes Process Macros.FindingsThe results revealed that bullying among students poses a severe threat to their well-being. Further, the study found that bullying increases feelings of helplessness, and such feelings impair well-being. The study also found a significant moderating effect of psychological capital in the relationship between feelings of helplessness and student well-being.Research limitations/implicationsThe study findings provide students and educational administrators valuable insights into how student bullying deteriorates their well-being and how it can be tackled effectively using their psychological capital.Originality/valueThe study made a unique attempt to understand the effect of student bullying on their well-being. The study also provides valuable understanding about the roles of helplessness and psychological capital in the model, which will enrich the theory and practice alike.

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Section: Discussionsupporting

confidence: 91%

“…, 2012). Krishna and Soumyaja (2022) described helplessness as one of the elements which escalates the adverse effects of bullying on students. Students being bullied feel that they are socially excluded from the social networks and don't have anyone to whom they can look for help.…”

Section: Discussionmentioning

confidence: 99%

Does bullying among students hamper their well-being? Roles of helplessness and psychological capital

Kuriakose

Bishwas

Nimmi

2023

IJEM

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“…Two of the studies examined institutional policies surrounding workplace bullying (Meaney and Armstrong, 2019;Rockett et al, 2017), and two focused on organizational responses to bullying (Hodgins and McNamara, 2017;Hodgins and McNamara, 2019). Single studies focused on the escalation of bullying behavior (Krishna and Soumyaja, 2022), organizational chance (Spagnoli et al, 2017) and cyberbullying (Coyne et al, 2017). Researchers are largely exploring the connections between different factors (of cause, moderation or effect) as they relate to the workplace bullying experience.…”

Section: Resultsmentioning

confidence: 99%

“…Three studies asked questions about organizations and their responses (Hodgins and McNamara, 2017), with two focusing specifically on organizational policies (Meaney and Armstrong, 2019; Rockett et al , 2017). A single study asked a research question about the bullying mechanisms themselves, specifically the escalation process of the behavior (Krishna and Soumyaja, 2022).…”

Section: Resultsmentioning

confidence: 99%

A review of research trends in the bullying of higher education employees, 2012–2022

Albro

2024

JACPR

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Purpose The purpose of this review is to explore and identify gaps within the trends that have occurred in research relating to the bullying of higher education employees. Design/methodology/approach A systematized review procedure following preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines was used to search for and review literature for inclusion in the study. Studies were evaluated against predefined inclusion and exclusion criteria. Included studies were then put through a critical appraisal process before being inductively coded using the NVivo software. Codes were then grouped into classifications, which were further grouped into themes. Findings The review identified three major themes among the included studies: (a) cause and effect, (b) demographic examinations and (c) institutional approaches to bullying. On their own, each theme stands as a pillar of the research trends explored in the decade of publication included in this review, highlighting several of the many approaches that could be taken when conducting bullying research. Within each theme, findings converge to provide insight to the actual landscape of bullying occurrences among higher education faculty. Originality/value Although there are a number of studies exploring bullying among employees in the field of higher education, to the best of the author’s knowledge, this is one of the first papers to identify the themes of that research, ultimately summing up our current understanding of the phenomena and where the gaps in our knowledge lie.

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Exploring the Escalation Process of Academic Bullying: A Qualitative Study

Cited by 2 publications

References 17 publications

Does bullying among students hamper their well-being? Roles of helplessness and psychological capital

Does bullying among students hamper their well-being? Roles of helplessness and psychological capital

A review of research trends in the bullying of higher education employees, 2012–2022

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