Bullying and victimization: Predictive role of individual, parental, and academic factors

Güneri, Oya
This study explored the roles of individual factors (age, gender, locus of control, self-esteem, and loneliness), parenting style, and academic achievement in discriminating students involved in bullying (as bullies, victims, and bully/victims) from those not involved. Participants comprised 742 middle school students (393 females, 349 males). The results of multinomial logistic regression analysis indicated that a higher locus of control, lower strictness/supervision scores, increased age, and being male increased the likelihood of being a bully; a higher locus of control, higher loneliness score, and a lower acceptance/involvement score increased the likelihood of being a victim; and higher loneliness and psychological autonomy scores and lower acceptance/involvement, strictness/supervision, and academic achievement scores increased the likelihood of being a bully/victim. Although parental style variables play an important role in involvement in bullying, the individual factor loneliness is a more powerful predictor than other predictors in discriminating victims and bully/victims from uninvolved students. Age and gender are stronger predictors than other predictors in discriminating bullies from uninvolved students.


Sibling Bullying Perpetration: Associations With Gender, Grade, Peer Perpetration, Trait Anger, and Moral Disengagement
Tanrikulu, Ibrahim; Campbell, Marilyn A. (2015-03-01)
This study investigated bullying among siblings in both traditional and cyber forms, and the associations of gender, grade, peer bullying perpetration, trait anger, and moral disengagement. The participants were 455 children in Grades 5 to 12 (262 girls and 177 boys with 16 unknown gender) who had a sibling. As the number of siblings who only bullied by technology was low, these associations were not able to be calculated. However, the findings showed that the percentage of sibling traditional bullying perp...
Cyberbullying and its correlation to traditional bullying, gender and frequent and risky usage of internet-mediated communication tools
Erdur Baker, Özgür (2010-02-01)
This study examined the relationships between cyber and traditional bullying experiences regarding gender differences. Also, the contributions of frequent and risky usage of internet to cyberbullying experiences were examined. The participants were 276 adolescents (123 females, 151 males and 2 unknown) ranging in age from 14 to 18 years. The results revealed that 32 percent of the students were victims of both cyber and traditional bullying, while 26 percent of the students bullied others in both cyber and ...
Prevalence of Peer Bullying in Secondary Education and Its Relation with High School Entrance Scores
Hesapcioglu, Selma Tural; Tural, Mustafa Kemal (Kare Publishing, 2018-12-01)
Objective: In this study, our aims are to investigate the prevalence of bullying and the relationship between high school entrance exam scores and the bullying cycle and to examine the risk factors of peer bullying in high schools.
Correlates of traditional bullying and cyberbullying perpetration among Australian students
Tanrikulu, Ibrahim; Campbell, Marilyn (2015-08-01)
This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and ...
Psychological consequences of cyber bullying experiences among Turkish secondary school children
Erdur Baker, Özgür (2010-02-08)
This study aimed to examine the relations of cyber bullying experiences of Turkish secondary school children (as a victim and bully) to demographic variables (age and gender) and depressive symptoms. The participants were 165 secondary school students (94 females and 71 males) whose ages ranged from 10 to 14. According to the results, there is a significant interaction effect between age and gender on cyber bullying experiences, but they are not related to being a cyber victim. In other words, while school ...
Citation Formats
G. ATİK and O. Güneri, “Bullying and victimization: Predictive role of individual, parental, and academic factors,” SCHOOL PSYCHOLOGY INTERNATIONAL, pp. 658–673, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/31633.