Impact of Bullying on Students’ Behavioral Engagement

Najam, Hina; Kashif, Sadaf

doi:10.4172/2380-5439.1000261

Cited by 6 publications

(6 citation statements)

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“…It is aimed at preventing students from bullying others. This is consistent with research conducted by Najam and Kashif (2018). Its findings revealed that bullying is a social phenomenon at schools, higher education institutions, and offices all over the world, perpetrated aggressively even though it is not wanted by anyone.…”

Section: Findings and Discussionsupporting

confidence: 90%

Teachers’ efforts to increase students’ confidence in speaking Indonesian in Sarolangun through language habituation

Nugraheni

Abroto

2022

Front. Educ.

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This research is aimed at investigating teachers’ habituation pattern as an effort to enhance students’ confidence in speaking Indonesian language in Sarolangun. It implements qualitative phenomenology approach to understand why and how an incident takes place. The data are collected through observation, interview, and documentation. The subjects of the research are Indonesian students and teachers from three different senior high schools in Sarolangun, Indonesia. The results reveal that students are low skilled in using Indonesian language, and they have low confidence in speaking in Indonesian due to bullying. The senior high school teachers in Sarolangun try to improve the students’ confidence in speaking Indonesian through encouragement, punishment for the bullies, and compulsory program to use Indonesian at school. These are considered as a proper policy in boosting students’ confidence. This research concludes that in the teaching of Indonesian, the language should not be used by a certain group of people but rather it could be used by all people regardless of their social class. Furthermore, Indonesian is the language used in academic and official context. Indonesia, indeed, constitutes of various tribes and languages. The aim of Indonesian language usage is to ease people from many different ethnicities and regions to communicate to each other.

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Section: Findings and Discussionsupporting

confidence: 90%

Teachers’ efforts to increase students’ confidence in speaking Indonesian in Sarolangun through language habituation

Nugraheni

Abroto

2022

Front. Educ.

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“…The quality of a child's friendship with peers and peer support are influential factors in school engagement (Perdue et al, 2009). Teacher bullying as well as peer bullying significantly impact student behavioral participation (Najam & Kashif, 2018). Peer social support can be considered the opposite of peer bullying, and peer social support influences students' school adjustment more strongly than teacher social support (Wang & Eccles, 2012).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

Şevgin,

Eranıl

2023

IJPES

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In this study, in line with TIMSS 2019 data, 8th grade students' school engagement in the Turkish education system and various variables in the field of science and mathematics, which are thought to be related to school engagement, were examined with the Random Forest method, a method amongst data mining methods. This research focuses on student bullying, which includes psychological factors at school, such as whether students like or dislike their lessons, their confidence in science, their self-confidence, absenteeism, and the effects of teachers' teaching methods on SE. The sample of the study consisted of 3872 students in the science data set and 3802 students in the mathematics data set, which remained as a result of the lost data deletion and assignment processes from 4077 students who originally participated in the application. The open-source Python infrastructure was used in the analysis of the data. Orange 3.32 data mining program was employed for model setup. The model performance criteria MSE, RMSE, MAE and R2 values obtained as a result of the analysis. In both areas, the variables that contribute to the prediction of students' school engagement were ranked according to their importance levels, starting from the most important, also interpreted and discussed. It was observed that the performance criteria of the established model have values close to zero in the field of science (MSE: 2.775 RMSE: 1.666 MAE: 1.267) and mathematics (MSE: 2.240 RMSE: 1.497 MAE: 1.131). Variables explain school engagement at the rate of 69.6% in science and 75.7% in mathematics. The order of importance of the variables in both areas showed a great similarity. Student bullying was obtained as the most important variable. Prospective studies can also be planned towards collecting more in-depth data deploying qualitative data collection methods under a qualitative research model that also includes the opinions of self, peers, teachers and parents. For the education policies that the TES should produce toward increasing SE, it is weighty to reduce and prevent student bullying in schools with sustainable practices. Exclusively school administrations should focus on student bullying with the help of counselors, diagnose the problems and take measures in and out of school according to the types of bullying.

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“…This finding aligns with the findings of [17] which showed "a significant mean difference between public and private university students and the impact was high in public universities as compared to Private. Hence the findings concluded that due to bullying most students did not participate in the classroom activity and did not follow teachers' instruction during learning" [18,19].…”

Section: Hypothesismentioning

confidence: 99%

Effect of Self-instruction on Bullying Tendency among Secondary School Students in Nnewi North Local Government Area of Anambra State

Nwokolo

Okocha

2022

AJESS

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Aims: This study focused on the effect of self-instruction on bullying tendency among secondary school students in Nnewi North Local Government Area of Anambra State. The study specifically determined the effect of self-instruction technique on bullying tendency among secondary school students, difference in the effects of self-instruction technique on bullying tendency of male and female secondary school students. Study Design: The design for this study is the quasi-experimental research design (pre-test, post-test, non-randomized control group). The study adopted the non-randomized pre-test, post-test control group design. Place and Duration of Study: Secondary school students in Nnewi North Local Government Area of Anambra State, Nigeria, between June 2021 and January 2022. Methodology: The population consists of 329 students in JS2 and SS2 in all the secondary schools from all the co-educational schools in Nnewi-North LGA having high level of bullying tendency. The sample for this study comprised 108 JS2 and SS2 secondary school students that were identified with high bullying tendency, drawn using purposive sampling techniques. The two schools with the highest number of students with high bullying tendency using the pre-test scores were adopted for the study. One school served as experimental group 1 and the second school served as control group for the study. The instrument for data collection was an already established Students Bullying Tendency Questionnaire developed. The SBTQ total score range from 20-80 with higher level of bullying tendency. Bullying scale reads; strongly agree =(SA) 4points, agree (A)=3 points, disagree(D)= 2 points and strongly disagree (SD)=1. The instrument used the Pearson product moment statistical technique to obtain a co-efficient of reliability of 0.89. The researcher administered copies of the bullying tendency questionnaire through direct delivery method to all JS2 and SS2 students to complete. The administered instrument after collection will be scored in line with the instrument scoring guide and analyze using Analysis of Co-variance (ANCOVA). The data which relates to the research questions was analyzed using mean, while data relating to the null hypothesis was analyze using ANCOVA. Scores that are above the norm 47.77 for males and 47.77 for female while those scores below show no bullying tendency behaviour. Results: The study revealed that the post-test mean score of 35.82 which is below the norm of 47.57 self-instruction technique is effective in reducing bullying tendency among secondary school students. More so, a lost mean score of 20.43 for females which is greater than lost mean score of 15.26 for males, self-instruction is more effective in reducing female secondary school students’ bullying tendency. The findings of this study further revealed that the effect of self-instruction technique on the bullying tendency of secondary school students is significant. Similarly, the effectiveness of self-instruction technique on bullying tendency of male and female secondary school students differ significantly. Conclusion: It was concluded that, secondary school students with bullying tendency exposed to self-instruction technique had a significant reduction in their bullying tendency hence self-instruction is effective.

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Impact of Bullying on Students’ Behavioral Engagement

Cited by 6 publications

References 0 publications

Teachers’ efforts to increase students’ confidence in speaking Indonesian in Sarolangun through language habituation

Teachers’ efforts to increase students’ confidence in speaking Indonesian in Sarolangun through language habituation

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

Effect of Self-instruction on Bullying Tendency among Secondary School Students in Nnewi North Local Government Area of Anambra State

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