The relationship between perceived school climate and the prevalence of bullying behavior in Greek schools: implications for preventive inclusive strategies

Giovazolias, Theodoros; Kourkoutas, Elias; Mitsopoulou, Effrosyni; Georgiadi, Maria

doi:10.1016/j.sbspro.2010.07.437

Cited by 47 publications

(45 citation statements)

References 25 publications

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“…Diversos estudios han planteado que una actitud transgresora hacia la autoridad del profesor, se asocia con comportamientos disruptivos respecto de las leyes, normas e instituciones que rigen los comportamientos adecuados en la sociedad (Cava et al, 2010;Cava et al, 2013;Estévez & Emler, 2009;Molpeceres et al, 1999). En estudios recientes se ha demostrado que la actitud hacia la autoridad institucional, se relaciona de manera positiva y directa con el clima social escolar Moreno, et al, 2009), con relaciones sociales apropiadas entre estudiantes (García-Hierro & Cubo, 2009;Giovazolias, Kourkoutasb, Mitsopouloua, & Georgiadib, 2010;LaRusso & Selman, 2011;Steffgen et al, 2013) y con la reducción de conductas de riesgo (LaRusso, Romer, & Selman, 2008).…”

Section: Asociación Entre Actitud Hacia La Autoridad Institucional Y unclassified

Equivalencia Factorial De La Escala De Actitudes Hacia La Autoridad Institucional en Adolescentes (Aai-A) Chilenos Y Colombianos

Gálvez-Nieto¹,

Salvo²,

Trizano-Hermosila³

2018

Rev Iberoam Diagn Ev

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ResumenEl propósito de esta investigación fue estudiar la equivalencia y estabilidad psicométrica de la Escala de Actitudes hacia la Autoridad Institucional (AAI-A) en adolescentes chilenos y colombianos. Se realizó un estudio de corte transversal en el que participaron dos muestras independientes de adolescentes de ambos sexos, de edades comprendidas entre 12 y 20 años. La primera muestra estuvo compuesta por 692 adolescentes chilenos, y la segunda por 541 adolescentes colombianos. Los resultados obtenidos mediante los procedimientos de validez cruzada, análisis factorial exploratorio y confirmatorio, análisis de invarianza factorial, los análisis correlacionales para evaluar la validez de criterio externo y los análisis de consistencia interna y homogeneidad, permiten concluir que la AAI-A es un instrumento válido y fiable en ambos contextos.Palabras clave: actitud hacia la autoridad, adolescencia, invarianza factorial AbstractThe objective of this research is to study the equivalence and psychometric stability of the scale of attitudes towards authority in Chilean and Colombian teenagers. We carried on a transversal study with two independent samples of teenagers from both gender, aged 12 to 20 years old. The first sample was composed of 692 Chilean teenagers and the second one was composed of 541 Colombian teenagers. The results obtained using cross-validation procedures, exploratory and confirmatory factor analysis, factorial invariance analysis, correlational analyzes to evaluate the validity of external criteria and analyzes of internal consistency and homogeneity allowed us to conclude that AAI-A is an instrument valid and reliable in both contexts.Keywords: attitude toward authority, adolescence, factorial invariance Agradecimientos: Este artículo reporta resultados parciales del proyecto FONDECYT N° 11150157 denominado "Dejando atrás los modelos centrados en el déficit: desarrollo de un modelo estructural para explicar el clima social escolar. El rol del individuo, la familia, la comunidad y los valores desde un enfoque de desarrollo positivo adolescente", financiado por CONICYT y desarrollado entre noviembre de 2015 y noviembre de 2018.

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Section: Asociación Entre Actitud Hacia La Autoridad Institucional Y unclassified

Equivalencia Factorial De La Escala De Actitudes Hacia La Autoridad Institucional en Adolescentes (Aai-A) Chilenos Y Colombianos

Gálvez-Nieto¹,

Salvo²,

Trizano-Hermosila³

2018

Rev Iberoam Diagn Ev

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“…These differences may be due to methodological issues used in the collection of data and fluctuations in the emergence of the phenomenon based on the socio-economic situations of the sample and the school environment, which might vary between samples (Giovazolias et al, 2010 After having presented the aggregate measures, we can acquire valuable information by examining differences in the bullying indicators across employed, unemployed and non-participating individuals. In Table 3, we have separated the categories.…”

Section: Descriptive Statisticsmentioning

confidence: 99%

Bullying at school and labour market outcomes

Drydakis

2014

International Journal of Manpower

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S ABSTRACT Bullying at School and Labour Market OutcomesThis study examines the long-term correlates of bullying in school with aspects of functioning in adult employment outcomes. Bullying is considered and evaluated as a proxy for unmeasured productivity, and a framework is provided that outlines why bullying might affect employment outcomes through differences in skills and traits. Using Bivariate and Heckit models we employ a variety of specifications and find several interesting patterns. The regression outcomes suggest that labour force participation, employment rate and hourly wages are negatively affected by bullying. In addition, men, homosexuals, immigrants, unmarried people, those having higher negative mental health symptoms, and those having lower human capital are more negatively affected by bullying in terms of labour force participation, employment probability, and hourly wages. Moreover, Oaxaca-Blinder decompositions suggest that labour force participation gaps, employment gaps and hourly wage gaps between minority and majority groups, especially for gay men and the disabled, can be explained by bullying incidents. It seems likely that having been a victim of bullying also has economic implications later in life due to withdrawal from the labour market and lower wages.JEL Classification: E24, J21, J24

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“…Σχετική έρευνα σε δείγμα προέφηβων Ελλήνων μαθητών κατέδειξε πως το αρνητικό αντιλαμβανόμενο σχολικό κλίμα μπορεί να συνδέεται με την εκδήλωση ριψοκίνδυνων συ-μπεριφορών, οι οποίες με την σειρά τους μπορεί να καταστήσουν πιθανότερη τη συμμετοχή σε περιστατικά ΠΘ (Giovazolias, Kourkoutas, Mitsopoulou, & Georgiadi, 2010). Στην ίδια κατεύθυνση, έρευνα των Bibou-Nakou, Tsiantis, Assimopoulos, Chatzilambou, και Giannakopoulou (2012), που βασίστηκε σε ποιοτικά δεδομένα έρευνας, υπέδειξε πως ο ΠΕ είναι πι-θανόν ένα ζήτημα άμεσα συσχετιζόμενο με το σχολικό κλίμα, καθώς οι σχέσεις εκπαιδευτι-κού-μαθητή, η ακαδημαϊκή επάρκεια και η πίεση για ακαδημαϊκή επιτυχία διαφαίνεται πως συνδέονται με αυτή τη συμπεριφορά.…”

Section: σχολικό κλίμαunclassified

“…Αναλόγως, ο θύτης μπορεί να λάβει τον ρόλο του θύματος ΚΕ, καθώς κάποια από τα θύματα μπορούν να επιλέγουν να τον εκδικηθούν εμμέ-σως, μέσω της δυνατότητας ανωνυμίας που παρέχουν τα διαδικτυακά μέσα (Athanasiades et al, 2015). Άλλη έρευνα κατέδειξε επίσης πως άτομα προεφηβικής ηλικίας που εμπλέκονται σε περιστατικά εκφοβισμού είναι πιθανόν να εκδηλώνουν και άλλες ριψοκίνδυνες συμπερι-φορές (π.χ., κάπνισμα, σκέψεις αυτοτραυματισμού (Giovazolias et al, 2010).…”

Section: μακροπρόθεσμες επιπτώσεις του εκφοβισμούunclassified

Εκφοβισμός Και Θυματοποίηση: Βιβλιογραφική Ανασκόπηση Ερευνητικών Ευρημάτων Από Τον Ελληνικό Χώρο

Kokkinos

Karagianni

2017

Ppej

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The current review aims at providing an understanding of factors implicated in traditional and cyber-bullying/victimization (TB, TV, CB, CV). More specifically, the purpose of the present review is to critically analyze and synthesize empirical findings from Greek samples and organize them within the theoretical framework of General Aggression Model (GAM). According to the GAM, some person and situational factors based on pre-existing knowledge structures could lead to specific behavioral outcomes through cognitive, affective and arousal routes. The interplay among these routes reflecting the individual’s internal state may be associated with appraisal and decision- making processes which in turn may be linked to bullying or victimization experiences. Using the GAM as a theoretical framework, a synthetic review of past empirical research of person and situational factors related to TB/TV and CB/CV is presented. Socio-demographic (e.g., gender, age, academic achievement), personality factors (e.g., big five, psychopathic traits, self-esteem, emotional intelligence, social intelligence, sensation seeking, empathy), psychological states (e.g., depression), attachment style, online disinhibition, skills (e.g., social/internet), maladaptive behaviors (e.g., Specific Learning Difficulties), beliefs (e.g., low self-efficacy), and values/perceptions (e.g., moral disengagement), (i.e. person factors), as well as specific parenting styles/practices, low friendship quality, and perceived school climate (i.e. situational factors) are proposed as risk factors of such experiences. Furthermore, possible mechanisms and processes (i.e. present internal state; cognition, affect, arousal), which may serve as routes for both TB/TV and CB/CV experiences are described. In this vein, Hostile Attribution Bias, Theory of Mind, expectation of reward and expectation of victim suffering (i.e. social cognition) are suggested as paths through which specific individual or situational factors could lead to bullying and victimization. The present review also focuses on appraisal and decision-making processes, and specifically on coping strategies, through which individual and situational factors, as well as present internal states, could be linked to bullying and victimization. Moreover, some possible psychological and behavioral consequences (e.g., low self-esteem, internalizing and externalizing problems, aggressive behaviors) of experiencing TB/TV and CB/CV are suggested. Overall, the present review provides indications that some person and situational factors, which in many cases are common in both physical contexts and cyberspace, could be associated through specific processes to TB/TV and CB/CV. However, there are some differentiations among the factors linked with TB/TV and CB/CV suggesting that these phenomena, although partially related, may not be similar. The factors and processes, which could lead to aggression, seem also to be in line with the GAM. However, some empirical findings attest that a cluster of person, cognitive and emotional factors, as well as appraisal processes might interact (e.g., personality, social cognition and coping factors) to predict specific behavioral outcomes such as bullying and aggressive behaviors. These interactive relationships are not currently considered by the GAM. Thus, the present review provides further insights into the strengths and the limitations of the aforementioned theoretical framework. In this direction, it underlines the need for reconsidering past theory and integrating several theoretical models, in order to provide a comprehensive understanding of the factors and mechanisms implicated in bullying and victimization experiences. Some possible explanations about the proposed linkages are provided, while limitations and suggestions for future studies are discussed.

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The relationship between perceived school climate and the prevalence of bullying behavior in Greek schools: implications for preventive inclusive strategies

Cited by 47 publications

References 25 publications

Equivalencia Factorial De La Escala De Actitudes Hacia La Autoridad Institucional en Adolescentes (Aai-A) Chilenos Y Colombianos

Equivalencia Factorial De La Escala De Actitudes Hacia La Autoridad Institucional en Adolescentes (Aai-A) Chilenos Y Colombianos

Bullying at school and labour market outcomes

Εκφοβισμός Και Θυματοποίηση: Βιβλιογραφική Ανασκόπηση Ερευνητικών Ευρημάτων Από Τον Ελληνικό Χώρο

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