Uloge u vršnjačkom nasilju i Eysenckove dimenzije ličnosti kod osnovnoškolske djece

Sesar, Kristina; Šimić, Nataša; Barišić, Marijana

doi:10.5457/p2005-114.11

Ped danas

2011

DOI: 10.5457/p2005-114.11

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Uloge u vršnjačkom nasilju i Eysenckove dimenzije ličnosti kod osnovnoškolske djece

Kristina Sesar¹,

Nataša Šimić

Marijana Barišić

Abstract: Cilj -Ispitati da ü postoje razlike izmedu ucenika u Eysenckovim dimenzijama licnosti u odnosu na njihovu ulogu u vrsnjackom nasilju (zrtve, zlostavljaci, zrtve/zlostavljaci i neukljuceni ispitanici) i spol, Ispitanici i metode -U istrazivanju je sudjelovalo 372 djece u dobi od 10 do 14 godina (prosjecne dobi 12,30 godina, sd=l,64) koja su popunila Upitnik skolskih odnosa (SRQ) i EPQ Junior. Da bi ispitali da li postoje razlike u ispitivanim dimenzijama licnosti s obzirom na uloge u nasilnom ponasanju i spol i… Show more

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Cited by 5 publications

References 25 publications

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School Bullying and Personality Traits from Elementary School to University

Tatiani

2023

Int Journal of Bullying Prevention

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This retrospective study examines involvement in school bullying at all developmental stages, from elementary school to university, in relation to personality traits. Participants were 216 university students, 162 (75.0%) females and 54 (25.0%) males. The majority of the sample (88.9%) aged 18–24. Students completed the International Personality Items Pool (BFFM) and a self-report questionnaire about school bullying online. The results show that the involvement roles in personality trait A3 (don’t insult) of the Agreeableness (A) scale differ significantly at all educational levels. However, trait E6 Extraversion (E) and the Conscientiousness (C) scale differ at the elementary school level, and trait N6 of the Neuroticism (N) scale varies at the middle school and N3 differs at the high school. All participants differ statistically significantly in A3, Conscientiousness scale at all educational levels. Those involved differ statistically significantly in the traits Neuroticism, C8, and C9 and in two traits of Openness (O). Throughout the course of schooling, victims showed a higher score on the Conscientiousness scale than the bullies/victims. The victims who became the bullies (victims/bullies) had a higher score on the Emotional Stability scale than the bullies who became victims (bullies/victims). About half of the participants said that the experience affected them positively and the other half negatively. Those who answered that it had a positive impact on them showed a statistically significant difference in characteristics E7 (talkativeness) and N10 (pleasant mood). The findings help inform a new perspective of anti-bullying intervention that targets personality traits in all the roles and their rotation.

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School Bullying and Personality Traits from Elementary School to University

Tatiani

2023

Int Journal of Bullying Prevention

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The Problem of Peer Violence Among Deaf and Hard of Hearing Students

Karić,

Kordić

2023

IJCRSEE

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The work was created with the desire to point out the problem of peer violence among deaf and hard of hearing students. Due to their specific characteristics created under the influence of hearing impairment, deaf and hard of hearing students are exposed to a greater risk of peer violence compared to their hearing peers. The aim of the paper is to analyze the available literature from years 2002-2022 and determine whether deaf and hard-of-hearing students are exposed to peer violence and what its nature is. The following search engines were used to search the literature: Ebscohost, ScienceDirect,, KoBSON, Google Scholar. The results of the literature review show that deaf and hard of hearing students are exposed to peer violence and that the frequency of peer violence is higher among deaf and hard of hearing students compared to their hearing peers. Deaf and hard of hearing students are more often exposed to traditional forms of violence than to cyberbullyng. Research also shows that the frequency of peer violence is higher in special than in regular schools. As due to the nature of their communication and social functioning, deaf and hard of hearing students are actually not always able to recognize and report peer violence, the question arises of the actual level of frequency of peer violence among these students. The problem of peer violence among deaf and hard of hearing students indicates the need to develop programs for the prevention and stopping peer violence that will be adapted to deaf and hard of hearing students.

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The effect of empathy on involving in bullying behavior

Dodaj

Sesar²,

Barišić

et al. 2013

Paediatr Today

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The aim of this review was to provide an overview of research into the relationship between empathy and bullying. Therefore the review indicated a number of researches that show different effects of empathy on bullying, regarding the type of bullying, roles in bullying behavior, as well as gender. From a review of research it may be concluded that empathy significantly contributes to a reduction in various forms of violence. Most research indicates the importance of the affective component of empathy compared to the cognitive component. The results of research into the relationship of empathy and its role in bullying behavior were less consistent. For this reason, the review highlighted methodological difficulties in the study of bullying and empathy. Conclusion -In conclusion it could be said that most studies show a negative correlation between empathy and various types of violence. Furthermore, it is evident that different components of empathy have differing degrees of influence in direct and indirect forms of violent behavior.

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Uloge u vršnjačkom nasilju i Eysenckove dimenzije ličnosti kod osnovnoškolske djece

Cited by 5 publications

References 25 publications

School Bullying and Personality Traits from Elementary School to University

School Bullying and Personality Traits from Elementary School to University

The Problem of Peer Violence Among Deaf and Hard of Hearing Students

The effect of empathy on involving in bullying behavior

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