Learning difficulties, social intelligence, and self–concept: Connections to bully–victim problems

Abstract

Learning skills, social intelligence, and self-concept were related to each other and to bully-victim problems among fifth-grade children (79 boys and 62 girls, aged 11-12 years). In addition to exploring connections between single variables, a person-oriented approach was applied in order to analyze children's value patterns with respect to learning skills, self-concept, and social intelligence, and how these value patterns are related to bully-victim problems. Social intelligence was found to be positively correlated with learning skills, but negatively related to victimization. Bullying was positively correlated with self-concept scores. However, this was true only of boys. According to cross-tabulations, there were significantly more bullies among children with learning difficulties (LD) than would have been expected by chance. Victimization, on the other hand, was not related to LD. LD children's proposed victim status was in some degree supported by cluster analysis: a group of LD children emerged, who not only scored high on bullying, but also tended to be victimized by others. In addition, two groups of bullies appeared: one whose members could be interpreted as socially unskilled and another as socially skilled. This finding is in line with recent theoretical reasoning, which calls into question the idea of bullies as a unified group, lacking in social skills.

Bullying and Students with Disabilities: The Untold Narrative

“…By definition, students with disabilities receive special education services that their peers without disabilities do not receive, yet many studies on bullying fail to examine significant predictors that include other potential risk factors not directly attributable to a child's disability. Reiter and LapidotLefler (2007) found that "being a victim was correlated with emotional problems and interpersonal problems" (p. 179) and students with disabilities often struggle with these social relationships because they may lack age-appropriate social skills (see Baker & Donelly, 200 I;Doren, Bullis, & Benz, 1996;Kaukiainen et al, 2002;Llewellyn, 2000;Woods & Wolke, 2004) or have language and communication deficit (Knox & Conti-Ramsden, 2003, McLaughlin et al, 20 I 0).…”

Bullying in Students with and Without Special Educational Needs

“…It is worth noting, however, that there are also surveys presenting students with SEN in the role of the perpetrator and the victim at the same time (Kaukiainen et al, 2002;Kokkinos & Antoniadou, 2013). In this case, the researchers suggest that this behavior is learned and is probably a reaction to a constant past victimization or to a generalized lack of social skills (Rose, Monda -Amaya, & Espelage, 2010).…”

“…On the other hand, when these students are in the role of the perpetrator, they seem to prefer direct forms of intimidation, such as blows or verbal attacks, to indirect forms such as social exclusion or dissemination of false rumors at the expense of the victim, since the latter require complex cognitive and social skills, that students with SEN don"t possess (Kaukiainen et al, 2002).…”

Karakteristike Nosilaca Uloga U Elektronskom Maltretiranju

“…Ova kategorija je malobrojna kada je u pitanju tradicionalno maltretiranje (Kaukiainen et al, 2002;Pelligrini, 2001,prema Law et al, 2012. Prema nekim podacima, nasilnika-žrtava ima oko od 4%, nasilnika nešto više od 7%, a žrtava oko 30% (Haynie et al, 2001).…”