Naslov
Effects of bullying role on high-school students' psychological functioning

Autori
Topić, Branko ; Pandža Topić, Maja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
Savremeni trendovi u psihologiji = Current Trends in Psychology

Mjesto i datum
Novi Sad, Srbija, 24.10.2019. - 27.10.2019

Vrsta sudjelovanja
Poster

Vrsta recenzije
Domaća recenzija

Ključne riječi
: bullying type, psychological characteristics, gender, number of bullies, bullying roles

Sažetak
Research shows that part of the variance for the dynamics of victimization and peer violence exposure might be explained by individual differences (Lee, 2011 ; Olweus, 1994) such as self-esteem, agression and impulsivity. The main objective of the study was to investigate the relationship betweeen different forms of involvement in bullying and some psychological characteristics. Also, students' psychological characteristics were analyzed taking into account different forms of peer violence they were exposed to, in comparison to other groups, non-exposed to peer violence. Research was conducted on a sample of 235 students (52, 8% female) attending gymnasium and vocational high schools in the City of Ljubuški, Bosnia and Herzegovina. For the purpose of this study, Rosenberg Self-esteem scale (Rosenberg, 1965) and Emotional regulation and control scale (ERIK ; Takšić, 2003) have been administered. School Violence Questionnaire (Buljan Flander, Karlović & Štimac, 2003) was used to differentiate students as victims, bullies, bullies/victims and observers of different forms of bullying. It was expected that the students’ levels of self- esteem and ability to regulate and control negative emotions will vary depending on the forms of involvement in bullying. Differences in psychological characteristics of bullying victims were also expected, based on the gender and number of their bullies. Generally, results show that self-esteem was significantly lower for bullying victims (F(3, 231)=18.45, p<.01) in comparison to bullies, bullies/victims and observers, while the group of bullies/victims has the weakest ability to control their negative emotions (F(3, 230)=10.84, p<.05). Further analysis, aimed at examining differences in psychological characteristics between groups exposed to different forms of peer violence (victims, bullies/victims) and those with no peer violence exposure (bullies, observers), showed significant differences in self-esteem for verbal (F(3, 230)=13.65, p<.01) and physical (F(3, 230)=15.67, p<.01) forms of peer violence. Victims and bullies/victims exposed to verbal and physical violence showed lower levels of self-esteem in comparison to observers group. Also, victims exposed to emotional bullying showed significantly lower levels of self-esteem (z=-3.78, p<.01), emotional regulation (z=-2.10, p<.05) and control (z=-2.25, p<.05) when compared to observers. Taking into account bullying victims' experiences, there were no significant differences in psychological characteristics between victims exposed to peer violence from girls or boys or one or more bullies. The results confirm reports from Olweus (1994) for the levels of self-esteem among bullying victims and expand it further to area of emotional regulation and control. Also, it would seem that simply the frequency and intensity of bullying and not the number and gender of bullies might have an effect on students' psychological functioning.

Izvorni jezik
Engleski

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