Students' Family Support, Peer Relationships, and Learning Motivation and Teachers Fairness Have an Influence on the Victims of Bullying in Middle School of Hong Kong

Zhao, Ruo Bing; Chang, Yuan-Cheng

doi:10.12973/ijem.5.1.111

Cited by 15 publications

(10 citation statements)

References 43 publications

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“…Bully behavior often occurs in early adolescence, where in this period adolescents need a close relationship with their friends as a social support for themselves. The proximity of peer groups during adolescence has a very crucial role (Zhao & Chang, 2019).…”

Section: Discussionmentioning

confidence: 99%

Peer Group Proximity and Self-Esteem Among Bully Adolescents in Buleleng and Jembrana Regency

Megaputri

Wardani

Meriyani

et al. 2021

NLJ

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Background: Bullying can be a mental problem for adolescents that has an impact on psychological disorders to suicide, not only for the victim but also for the bully. Handling the impact of bullying so far has only focused on victims, attention should also be directed to bully, because bully is the main actor in the occurrence of bullying. Purpose: To analyze the relationship between self-esteem and peer group proximity with bully behavior among adolescents in Buleleng and Jembrana. Methods: Quantitative research with a cross-sectional approach, samples were taken from junior high school students in Buleleng and Jembrana Districts. The measuring instrument used a questionnaire to screen adolescents who tend to be bully, a self-esteem questionnaire, a peer group closeness questionnaire and a bully behavior questionnaire. The number of samples in this study were 78 people taken by stratified random sampling technique. Univariate analysis was carried out to determine the sociodemographic characteristics of the respondents, then the analysis of the relationship between self-esteem and bully behavior used Rank Spearman as well as the relationship between peer group proximity and bully behavior. Results: Self-esteem has a significant relationship with p <0.05, r = -0.867 with teenage bullying. Peer group closeness has a significant relationship with p <0.05, r = -0.556 with bully behavior. Conclusion: Self-esteem and peer group proximity are significantly associated with bullying behavior. The higher the level of self-esteem and peer group closeness, the lower the bullying's behavior.

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Section: Discussionmentioning

confidence: 99%

Peer Group Proximity and Self-Esteem Among Bully Adolescents in Buleleng and Jembrana Regency

Megaputri

Wardani

Meriyani

et al. 2021

NLJ

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“…En otra investigación se había identificado que los estudiantes que no son apoyados por sus padres son más vulnerables a los ataques de los agresores (Martínez, Murgui, García y García, 2019). A su vez, cuando los estudiantes no reciben un apoyo familiar apropiado y además tienen relaciones conflictivas con sus compañeros de escuela y perciben a sus maestros como injustos, es más probable que se incremente la prevalencia de violencia escolar (Zhao y Chang, 2019). De la misma manera, los padres que no desarrollan en sus hijos las estrategias que les permiten enfrentar de manera adecuada la violencia y victimización son más propensos a involucrarse en diversos actos de violencia escolar haciendo más difícil para ellos el romper el ciclo de la violencia (Oliveira, Silva, Fernandez, Santos, Caravita y Silva, 2020).…”

Section: Discussionunclassified

A multidimensional model of bullying in Mexico: Family and psychological factors

Vargas¹,

García-López²,

Venebra-Muñoz³

et al. 2021

Behav. Psychol.

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The objective of this research was to analyze the relationship between family dysfunctions, bullying, and some psychological disorders, particularly depression, anxiety, and stress. A total of 388 Mexican adolescents between 14 and 19 years of age participated in this study. In order to examine the effects that family factors have on bullying, as well as the consequences of this violence on the mental health of adolescents, a structural equation model was constructed. Since the original model did not fit the data adequately, it was re-specified. Consequently, this new model shows an adequate global fit with the data. Results indicate that communication problems and lack of parental support were the two most significant predictors of bullying and the experience of victimization. In addition, depression, stress, and anxiety presented, from greater to lesser magnitude, a positive relation with the latent variable of psychological disorders.

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“…With these characteristics, the influence of parents on children is not only at the level of formal education of their parents, but from other aspects such as the level of parental faith, discipline and parental authority in worship at the mosque, the ability of parents to read Hijaiyah alphabet (Qur'an) and so on. Zhao and Chang (2019) states that the attitude of parents who are responsible for teaching Islamic values to children by Islamic teachings such as (prayer, manners, reading the Qur'an), will motivate them to learn in children. Parents not only teach but parents must set an example in everyday life.…”

Section: Discussionmentioning

confidence: 99%

The factors that influence of reading ability the Hijaiyah alphabet on pre-school children

ARİFİN¹,

Heri²,

Putranta³

2020

Journal for the Education of Gifted Young Scientists

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This study was conducted in order to determine the factors that influence the read ability of Hijaiyah Alphabet in pre-school age children. These factors are the worship places distance, worship frequency, study duration, and parental education. The research was conducted with a quantitative approach using survey methods. The sample of the research was 131 students from Kindergarten 'Aisyiyah Bustanul Athfal (ABA) Karangharjo Berbah, Yogyakarta, Indonesia. Data collection techniques in this research were using documentation and questionnaires. Data analysis with multiple regression analysis path analysis models. The results of data analysis showed that there was a large influence of the frequency of worship through length of study on the ability to read the Hijaiyah alphabet by 0.85. Distance of places of worship has little effect on the ability to read the Hijaiyah alphabet by 0.09. While parental education does not affect the ability to read the Hijaiyah alphabet with a coefficient of 0.04. Therefore, active participation from parents is needed to improve the read ability the Hijaiyah alphabet of pre-school children by always providing assistance and supervision in performing worship continuously with the help of technology that makes it easy for them to read the Hijaiyah alphabet.

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Students' Family Support, Peer Relationships, and Learning Motivation and Teachers Fairness Have an Influence on the Victims of Bullying in Middle School of Hong Kong

Cited by 15 publications

References 43 publications

Peer Group Proximity and Self-Esteem Among Bully Adolescents in Buleleng and Jembrana Regency

Peer Group Proximity and Self-Esteem Among Bully Adolescents in Buleleng and Jembrana Regency

A multidimensional model of bullying in Mexico: Family and psychological factors

The factors that influence of reading ability the Hijaiyah alphabet on pre-school children

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