Th e presented study presents results of research conducted in 2015 within the project of the Ministry of Education, Science, Research and Sport of the Slovak Republic VEGA No. 1/0244/15 Detection and Resolving Cyber-Bullying. Th e aim of the research was to fi nd out and analyze levels of cyber-bullying severity. Participants in the research were 1118 respondents 11-18 years old (average age 15.25, SD 2.55) across the Slovak Republic. Th e severity of cyber-bullying was assessed through the GRM (Graded Response Model). Th e most severe forms of cyber-bullying were posting a mean video, creating a hurtful web-page and threats of bodily injury sent through a text message. Th e least severe forms were mean comments on the Internet, spreading rumours and posting mean or hurtful photographs of others.
A school climate is the product of a specific social group. It influences the work of both teachers and students; it is a reflection of the objective reality in schools. It is experienced, evaluated and perceived by the actors of school life subjectively. In agreement with the current approaches to education (neuropedagogy, neuroscience), the importance of a positive school climate is accentuated. It is a part of school environment in the emotional, social and physical contexts. We put an accent on the interconnection and mutual determination of the climate and some selected determinants - inappropriate behaviour, interaction and safe educational environment. Nowadays, the notion of the school climate is joined with the adjective “optimal”. Based on the undertaken research, we make a conspectus of empirical findings which are related to school environment and school climate.
In the contribution, we focus on the social, emotional and behavioural factors of students’ stress and their influence on the occurrence of social-pathological phenomena. We analyse the statements of teachers who mention the preferences of occurrence of single elements of students’ stress. In the interpretation of data, we search for statistical significances of selected variables - stress and its influence on the occurrence of social-pathological phenomena in the educational reality.
Stress represents internal human state in positive or negative sense. We can consider it as a state of threat or of expected threat. Teachers and students often perceive stress with negative emotions. It is demonstrable from more researches that stress significantly influences experiences at school and brain's activity. Apart from emotional determinants, stress is also in the context of social and behavioural factors. Educational reality proves that experiencing the stress is the important factor of student's success at school and of his life's quality at school. The necessary social but also professional condition is to teach students to work with stress factors and to develop their competences and skills in order to deal with difficult situations, which the stress undoubtedly is. The stress in school environment results in formation and development of social-pathological phenomena as truancy, aggression, bullying, etc. The prerequisite to eliminate the occurrence of stress is sequence of several steps: investigating of factors (starters) of stress of student, their analysis, evaluation, and proposal of prevention. In the contribution, we focus on social, emotional, behavioural factors of student's stress and their influence on the occurrence of social-pathological phenomena. We analyse statements of teachers who mention preferences of occurrence of single elements of student's stress. In interpretation of data, we search for statistical significances of selected variables-stress and its influence on the occurrence of social-pathological phenomena in educational reality.
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