Prevalence and Correlates of Bullying Behavior Among Nigerian Middle School Students

Fenny, Omobolanle; Falola, Michael

doi:10.1177/0306624x20902045

Cited by 19 publications

(16 citation statements)

References 79 publications

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“…However, the advent of the internet has brought it into the public sphere, and its consequences transcend the early school years (Olweus, 2001). There is an abundance of research on the prevalence, correlates, consequences, and the negative long-term effect of bullying on both victims and perpetrators (Fenny & Falola, 2020; Owusu, Hart, Oliver, & Kang, 2011; Rodkin et al, 2015). Risks include adult mental health outcomes (Smokowski & Kopasz, 2005), significant health problems (Arseneault et al, 2010), depression (Cornell & Mehta, 2011), higher risk of offending (Piquero et al, 2013), and PTSD (Khamis, 2015).…”

Section: Introductionmentioning

confidence: 99%

Low Self-control and School Bullying: Testing the GTC in Nigerian Sample of Middle School Students

Fenny

2021

J Interpers Violence

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Gottfredson and Hirschi’s General Theory of Crime’s (GTC) claim to explain crime, at all times, and in all places, has received considerable empirical support using Western, Scandinavian, and Asian samples. However, the theory is yet to be tested using a Nigerian sample. Using cross-sectional data from a sample of 1,192 junior secondary school (middle school) students in Nigeria, this study examines the explanatory power of Gottfredson and Hirschi’s GTC in predicting bullying perpetration and victimization in that context and culture. Binomial logistic regression was used to test the hypothesis that the bullying perpetration and victimization experiences of these students would be negatively related to self-control. Study provides support for the cross-cultural potency of the GTC as low self-control predicted the bullying and victimization experiences of these students regardless of gender. Students’ perception of a negative school environment was also a significant predictor of bullying. This is the first test of the GTC with a Nigerian sample and hopefully, will be a springboard for effective bullying prevention policy/programs in Nigerian schools. The public policy implications of the findings are discussed.

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Section: Introductionmentioning

confidence: 99%

Low Self-control and School Bullying: Testing the GTC in Nigerian Sample of Middle School Students

Fenny

2021

J Interpers Violence

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“…ACE, bully victimization, and adolescents' concern with self-esteem are also problems in Nigeria [21][22][23][24], and mental health difficulties are a growing problem among adolescents in the country [25]. It is important to conduct more studies, using validated tools, to elucidate the correlations between variables associated with mental health problems in settings and adolescent populations in Nigeria.…”

Section: Introductionmentioning

confidence: 99%

Internal consistency and correlation of the adverse childhood experiences, bully victimization, self-esteem, resilience, and social support scales in Nigerian children

et al. 2020

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Objectives We evaluated the internal consistencies and the correlation between measures of adverse childhood experiences (ACE), bully victimization, self-esteem, resilience, and social support in children/adolescents in Nigeria. Results The Cronbach’s alphas were 0.67 for the ACE Questionnaire; 0.79 for the victimization subscale of the Illinois Bully Scale; 0.60 for Rosenberg’s self-esteem scale; 0.81 for Connor–Davidson resilience scale; and 0.93 for multidimensional perceived social support scale. Social support was negatively correlated with ACE ( r = − 0.21) and bully victimization ( r = − 0.16) and was associated with higher self-esteem ( r = − 0.29) and higher resilience ( r = 0.15). Likewise, higher resilience was associated with fewer ACE ( r = − 0.07), higher self-esteem ( r = − 0.21), and higher bully victimization ( r = 0.13). Higher self-esteem was associated with fewer ACE ( r = 0.25) and lower bully victimization ( r = 0.16), whereas bully victimization was positively correlated with ACE ( r = 0.20). The correlations were all statistically significant.

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“…Several studies investigated bullying among children 11–15 years old [ 31 , 33 – 35 ]. Other studies were conducted among higher age groups of 12–18 years [ 30 , 32 , 36 ] .…”

Section: Discussionmentioning

confidence: 99%

“…National surveys conducted in 40 Western countries reported rates of involvement in bullying ranging from 4.8 to 45.2% [ 34 ] . A cross-sectional study on 1192 middle school students in Nigeria reported a 59.9% prevalence rate of bullying behavior [ 36 ]. Different methods and cultural differences in defining the problem, as well as differences in the target populations and instrumentation used, could account for the wide range of prevalence rates found across countries.…”

Section: Discussionmentioning

confidence: 99%

Prevalence of school bullying and its relationship with attention deficit-hyperactivity disorder and conduct disorder: a cross-sectional study

Ahmed

Metwaly

Elbeh

et al. 2022

Egypt J Neurol Psychiatry Neurosurg

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Background School bullying is the most widespread form of violence among adolescents. It has been identified as a critical problem for students and has evolved into a public health issue and global crisis. The study aims to assess the prevalence of school bullying among primary school students and its relationship with attention deficit hyperactive disorder (ADHD) and conduct disorders. Among the 280 primary school students those aged 10–12 years were recruited. All participants were assessed by parent interview, the Arabic version of the bullying behavior scale for children and adolescents and the Arabic version of the Conners’ Teacher Rating Scale-28. Results We found that the prevalence rate of bullying behavior was 12.5% among students. In bullying students’ group, males were higher percentage (15.8%) than females (9%). Also, they had the highest mean scores regarding verbal bullying and social bullying, followed by psychological and physical bullying. Regarding Conners’, the higher mean scores of conduct problem, passive-inattentive, and hyperactivity index were associated with bullying students in compared to students without bullying. Conclusions The prevalence of school bullying among primary school students was 12.5%. Also, there was significant association between bullying students and having attention deficit hyperactive disorder (ADHD) and/or conduct disorder.

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Prevalence and Correlates of Bullying Behavior Among Nigerian Middle School Students

Cited by 19 publications

References 79 publications

Low Self-control and School Bullying: Testing the GTC in Nigerian Sample of Middle School Students

Low Self-control and School Bullying: Testing the GTC in Nigerian Sample of Middle School Students

Internal consistency and correlation of the adverse childhood experiences, bully victimization, self-esteem, resilience, and social support scales in Nigerian children

Prevalence of school bullying and its relationship with attention deficit-hyperactivity disorder and conduct disorder: a cross-sectional study

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