The School Bullying Risk Survey

Bochaver, A.A.; Kuznetsova, Valeriya B.; Bianki, Ye.M.; Dmitrievsky, P.V.; Zavalishina, M.A.; Kaporskaya, N.A.; Khlomov, K.D.

doi:10.1080/10609393.2019.1738784

Cited by 4 publications

(9 citation statements)

References 7 publications

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“…Perilaku bullying juga mampu membuat pelajar susah beradaptasi terhadap lingkungan belajar dan lingkungan baru. Bahkan bullying mampu membuat individu melakukan perilaku percobaan bunuh diri (Bochaver et al, 2019;Pörhölä et al, 2016).…”

Section: Pendahuluanunclassified

Motivasi Akademik dalam Self-compassion untuk Meminimalisir Perilaku Bullying

Hidajat,

Pratiwi,

Rahmi

et al. 2023

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Bullying behavior still occurs in various parts of the world, including in Indonesia, until now. This bullying behavior had a negative impact, namely emotional and behavioral disturbances for both bullies and victims of bullying. The purpose of this research was to explore the factors that influence bullying behavior; psychological dynamics of perpetrators and victims of bullying as well as psychological dynamics of academic motivation development interventions in self-compassion in minimizing bullying behavior. This research is a literature study. The research procedure included reading theories related to academic motivation, self-compassion, academic motivation in self-compassion, bullying behavior, predictors of bullying, psychological dynamics of academic motivation in compassion in minimizing bullying. The results of this study were the factors that cause bullying behavior is a lack of moral knowledge about bullying behavior and its effects; parenting style that is too authoritarian and permissive; justification for bullying in schools. There were many negative impacts on bullying behavior, starting from emotional and behavioral disturbances in bullying perpetrators, which were related to aggression and emotional and behavioral disturbances in bullying related to low self-esteem, stress, depression, difficulty adapting, and even attempted suicide in victims of bullying. One of the interventions to minimize bullying behavior was by developing academic motivation in self-compassion to minimize bullying. Abstrak: Perilaku bullying masih terjadi di berbagai belahan dunia termasuk di Indonesia, hingga saat ini. Perilaku bullying ini memberi dampak yang negatif yakni gangguan emosi dan perilaku baik pada pelaku bullying maupun korban bullying. Tujuan penulisan artikel ini adalah melakukan studi literature terkait dengan faktor-faktor yang mempengaruhi perilaku bullying; dinamika psikologis pelaku dan korban bullying serta dinamika psikologis intervensi pengembangan motivasi akademik dalam self-compassion dalam meminimalisir perilaku bullying. Penelian ini merupakan penelitian studi literature. Prosedur penelitian ini meliputi membaca teori berkaitan dengan motivasi akademik, self-compassion, motivasi akademik dalam self-compassion, perilaku bullying, prediktor bullying, dinamika psikologis motivasi akademik dalam compassion dalam meminimalisir bullying. Hasil penelitian ini adalah Faktor-faktor yang menyebabkan perilaku bullying adalah kurangnya pengetahuan moral tentang perilaku bullying dan dampaknya; pola asuh orang tua yang terlalu otoriter dan permisif; pembenaran bullying di sekolah. Banyak dampak negatif dalam perilaku bullying mulai dari gangguan emosi dan perilaku pada pelaku bullying yakni berkaitan dengan agresi dan gangguan emosi dan perilaku pada bullying terkait dengan rendah diri, stress, depresi, susah beradaptasi, bahkan percobaan bunuh diri pada korban bullying. Salah satu intervensi untuk meminimalisir perilaku bullying dengan mengembangkan motivasi akademik dalam self-compassion untuk meminimalisir bullying.

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Section: Pendahuluanunclassified

Motivasi Akademik dalam Self-compassion untuk Meminimalisir Perilaku Bullying

Hidajat,

Pratiwi,

Rahmi

et al. 2023

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“…Variables related to bullying are related to the current and future civic activities of students (including illegal activities) (Javornik et al, 2019). Being a bullying victim is a precondition for being a system outsider in future life (Bochaver et al, 2019). This factor makes an impression both on the student's young and adult life periods and can be a reason for radical civic activities.…”

Section: School Climate and Civic Activitiesmentioning

confidence: 99%

“…In the first decades of the 21 st century, bullying became one of the most important complications of the global world and education in general. Bullying has been defined as aggressive and violent behavior that can be identified through three criteria: it is repeated, intentional, and demonstrates power imbalance (Longobardi et al, 2020;Bochaver et al, 2019;Cosma et al, 2018). Bullying can be redefined into three traditional typesphysical, verbal and emotional -and in the latest decade, there appeared a new type named cyberbullying (Meszaros et al, 2020).…”

Section: Introduction Bullyingmentioning

confidence: 99%

The Relationship Between Students’ Citizenship Activities and Bullying at School

Čekse¹,

Geske²,

Kiris³

2021

Human, Technologies and Quality of Education, 2021

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School violence and bullying highlighted as a global issue outside and in the school. In this research, IEA International Civic and Citizenship Study (ICCS) 2016 data from eight countries – Finland, Estonia, Latvia, Lithuania, Germany (North Rhine-Westphalia), the Russian Federation, Sweden and Denmark – was compared. The aim of the article is to observe the relationship between bullying and students’ citizenship activities at school and in the future. The research determined a relationship between bullying and factors that described students’ citizenship activities. The results show that there is a link between bullying and students’ experiences of participation in illegal and legal activities, participation in classroom discussions, interest in the wider community, and at-school citizenship activities. This article was supported by research application no. 1.1.1.2/VIAA/1/16/020, and European Social Fund project No. 8.3.6.2/17/I/001.

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“…Установлено также, что мальчики больше девочек склоняются участвовать в травле в разных ролях (жертва, преследователь, свидетель), и в то же время мальчики сами чаще становятся жертвами физической травли -у них отбирают деньги и портят вещи, им угрожают и заставляют их что-то делать . Девочки чаще всего становятся жертвами сплетен, непристойных высказываний и жестов со стороны буллеров [3] .…”

unclassified

“…Свидетели травли ощущают небезопасность среды, переживают страх, беспомощность, стыд за своё бездействие и в то же время желание присоединиться к агрессору, а иногда удовлетворение от мысли «хорошо, что это происходит не со мной» . Если травля не прекращается, у свидетелей слабеет способность к эмпатии [3] .…”

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Schoolchildren’s Age and Gender Characteristics as Predictors of Bullying Risks

Shalaginova

Kulikova

Zalygaeva

2019

Bulletin of the MSRU (Psychology)

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Аннотация. Целью работы является рассмотрение половозрастных особенностей школьников, позволяющих установить круг факторов прогнозируемого риска буллинга в образовательной среде, и определение на их основе мишеней для работы психолога по его профилактике. На предварительном этапе исследования приняли участие 265 учеников в возрасте от 7,5 до 17 лет из 11 школ г. Тулы и Тульской области. Оценка риска буллинга в школе проводилась с использованием опросника ОРБ, по результатам которого было отобрано 85 учеников из трёх школ и сформированы три возрастные выборки. Анализ зарубежных и российских психологических исследований по проблеме школьного буллинга позволил систематизировать половозрастные характеристики школьников, обусловливающих риск буллинга: враждебность и агрессивность, социометрический статус, уровень и направленность аффективных реакций, специфика поведения в конфликтной ситуации. Для установления тесноты связи между выделенными параметрами проводилась статистическая обработка данных с применением коэффициента ранговой корреляции Спирмена; критерия хи-квадрат (х 2) Пирсона и коэффициента сопряжённости V Крамера. Ключевые слова: буллинг, половозрастной аспект, потенциальные участники буллинга, предупреждение школьного буллинга, профилактика школьной травли

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The School Bullying Risk Survey

Cited by 4 publications

References 7 publications

Motivasi Akademik dalam Self-compassion untuk Meminimalisir Perilaku Bullying

Motivasi Akademik dalam Self-compassion untuk Meminimalisir Perilaku Bullying

The Relationship Between Students’ Citizenship Activities and Bullying at School

Schoolchildren’s Age and Gender Characteristics as Predictors of Bullying Risks

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