Investigating Bullying Determinants and Typologies with Social Network Analysis

Bekiari, Alexandra; Pachi, Vasiliki; Hasanagas, Nikolaos

doi:10.4236/jcc.2017.57002

Cited by 18 publications

(17 citation statements)

References 33 publications

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“…The network-related part of the questionnaire was based on previous tested questionnaires [57] [65] [66]. Questions relevant to verbal aggressiveness and bullying were converted from psychometric into network form.…”

Section: Methodsmentioning

confidence: 99%

Insights into Bullying and Verbal Aggressiveness through Social Network Analysis

Bekiari¹,

Pachi²

2017

JCC

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Aim of this research is to reveal social structures, typologies and determinants of verbal aggressiveness and bullying. Five students' networks from various Higher Education departments in Thessaly, Greece (Physical Education, Veterinary, Business Administration) (total nodes N = 245) have been examined by Social Network Analysis and conventional statistics in 2017. Main results: Rudeness relations are denser at the Physical Education department due to the intensity and pressure of corporal exercise. Social exclusion seems to be much more common practice. Hurting necessitates particularly intensive conditions while deriding, rudeness and threatening are compatible with any action of bullying. The offenders tend to practice simultaneously bullying and verbal aggressiveness but often against different targets. Various levels of victimization are diagnosed through selectiveness in strategies of offense. Obesity often constitutes a reason of depreciation. Education values stimulate respectfulness rather than aggressive jealousness. Ambitiousness, travelling experience, social selectiveness based on criteria of intellectual, encyclopedic qualifications or politeness also prevent verbal aggressiveness. Female students seem to be more invulnerable. Bullying seems to be reciprocal and diachronic. Verbal aggressiveness seems to conceal a presumption of corporal aggressiveness. Especially, ambitiousness in the scientific arena or the high education level of father seems to encourage practicing verbal aggressiveness.

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Section: Methodsmentioning

confidence: 99%

Insights into Bullying and Verbal Aggressiveness through Social Network Analysis

Bekiari¹,

Pachi²

2017

JCC

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“…It has been argued that the instructors' communication with their trainees has a noticeable effect on the learning process as well as a significant interaction with possible aggressiveness (Bekiari, 2012;2017b;Bekiari, Deliligka, & Hasanagas, 2017;Bekiari, Deliligka, & Koustelios, 2016;Bekiari, Digelidis, & Sakellariou, 2006;2016a,b,c;Bekiari, Hasanagas, Theoharis, Kefalas, & Vasilou, 2015;Bekiari, Kokaridas, & Sakellariou, 2005;2006;Bekiari, Patsiaouras, Kokaridas, & Sakellariou, 2006;Bekiari, Koustelios, & Sakellariou, 2000;Bekiari, Nikolaidou, & Hasanagas, 2017;Bekiari, Pachi, & Hasanagas, 2017;Bekiari & Sakellariou, 2003;Bekiari & Spanou, 2018;Hasanagas, Bekiari, & Vasilos, 2017;Manoli & Bekiari, 2015;Myers & Claus, 2012;Theoharis, Bekiari, & Koustelios, 2017). Argumentativeness is considered to be a cognitive skill which is necessary for a thinking person and thus for our contemporary culture (Kuhn & Crowell, 2011;Osborne, 2010) impacting positively in human communication (Goodboy & Myers, 2012).…”

Section: Argumentativenessmentioning

confidence: 99%

Insights to Argumentativeness in Relation to Leadership Style and Job Satisfaction: Using Employees’ Sport Organizations as an Illustration

Bekiari¹,

Ntakou²

2018

OJL

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Aim of the study is to: a) reveal statistically significant differences in argumentativeness, leadership style and employee satisfaction between gender and age, b) explore the relationship between perceived superiors' argumentativeness, leadership style and self-reported employees' job satisfaction, c) investigate the influence of argumentativeness on leadership style and employee satisfaction in sport organizations and d) propose an employees' and superiors' typology. The sample consisted of 211 Greek employees of sport organizations. According to MANOVA's findings, statistically significant differences were observed between gender and age in perceived superiors' argumentativeness, leadership style and self-reported employee satisfaction. Perceived superiors' argumentativeness was negatively related to autocratic leadership style, self-reported employees' salary and promotion. There was a positive significant relationship between superiors' argumentativeness and democratic leadership style, employees' work conditions, work content, immediate superior and organization as a whole. Regression analysis revealed that perceived superiors' argumentativeness could significantly predict the variables of democratic leadership style and employees' work conditions, work content and immediate superior. Distinct types of relations between employees and superiors are the "unitarist" and the "individualist".

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“…A verbal aggressor either attack to the victim's personality with a different pattern or simple try to exclude him from social surrounding. Such typologies have also been proposed in previous research[41] [61].…”

mentioning

confidence: 82%

Applying Social Network Indicators in the Analysis of Verbal Aggressiveness at the School

Theocharis¹,

Bekiari²

2017

JCC

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The purpose of this study is to detect structures of verbal aggressiveness using multiple indicators of social networks analysis (out-and in-degree, pagerank, Katz, authority, incremental and proportional behavior). Standardized questionnaires have been distributed to 151 students and 45 teachers at primary and secondary schools. We performed complete analysis of social networks and further processing by applying principal component analysis. According to the results, a complex structure of verbal aggressiveness occurred in the classes (networks) and the structure was necessary to be explored with several network indicators (Katz, pagerank, incremental and proportional behavior etc.). Prejudices about the role of the gender in the aggressiveness (e.g. that female are more peaceful than male) are deconstructed. As for the typology of the incremental and proportional behavior two types were proposed: 1) the "personal attack" that the verbal aggressor aims the victim's personality and 2) "social exclusion" that the strategy is to exclude the victim from the social surrounding.[21]-[29], students' affective learning [30] [31] [32], teacher's reliability [33] and discipline reasons [34] [35]. Also, verbal aggressiveness affects student-teacher communication [11] [16] [36] [37], interpersonal attraction [38], students' fair play behaviours [39], Machiavelian tactics [40], bullying [41] and classroom climate [21] [42] [43]. Teachers with a high level of verbal aggressiveness present a high level of burnout [29] [44]. Verbal aggressiveness has also been examined through network analysis, and they have revealed hierarchical structures of aggressiveness behavior [20] [45] [46] [47] [48] [49].Purpose of this study is to detect structures of verbal aggressiveness using multiple indicators of social networks analysis (out-and in-degree, pagerank, Katz, authority, incremental and proportional behavior). Especially, incremental and proportional behaviors are newly suggested indicators [47] which are ex-

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Investigating Bullying Determinants and Typologies with Social Network Analysis

Cited by 18 publications

References 33 publications

Insights into Bullying and Verbal Aggressiveness through Social Network Analysis

Insights into Bullying and Verbal Aggressiveness through Social Network Analysis

Insights to Argumentativeness in Relation to Leadership Style and Job Satisfaction: Using Employees’ Sport Organizations as an Illustration

Applying Social Network Indicators in the Analysis of Verbal Aggressiveness at the School

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