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...
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.
The Relationship between parenting style and self-esteem
Tunç, Aygül; Tezer, Esin; Department of Educational Sciences (2002)
The purpose of the present study is to investigate the relationships of different types of perceived parenting style and self-esteem. The sample was 755 (354 females, 401 males) high school students in Yenimahalle district, in Ankara. The data were gathered by administering three instruments, namely Rosenberg Self-esteem Scale (RSS), Parenting Style Inventory (PSI) and Demographic Inventory (DI). Ill 1 ^»*oaJ *25*«**The result of the ANOVA employed to self-esteem scores of the high school students revealed ...
Sibling bullying and peer bullying relations to empathy, moral disengagament, problem solving, and parental acceptance-rejection
Kandemir Özdinç, Nasibe; Erdur Baker, Özgür; Department of Educational Sciences (2019)
This study aimed to investigate the relationships between parental (parental acceptance-rejection), personal (empathy, moral disengagement, problem solving) factors, and sibling bullying; and also peer bullying through sibling bullying. A structural equation model which theoretically based on Social Cognitive Theory and Parental Acceptance-Rejection Theory was tested. Elementary school children (n=716) enrolled in 4th and 5th grades (51.5% were boys) were the participants. Revised-Sibling Bullying Questionn...
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 ...
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.