Bullying in School

Al-Ali, Nahla; Shattnawi, Khulood Kayed

doi:10.5772/intechopen.75729

Cited by 7 publications

(7 citation statements)

References 38 publications

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“…Feeling different in an environment that is markedly anti-intellectual can lead to poor social acceptance (Cross et al, 2014;Allen, 2017), resulting in behaviors including hiding one's ability to avoid stigmatization (Blaas, 2014;Lamanna et al, 2019). Bullying victimization also has a negative impact on academic achievement (Al-Ali and Shattnawi, 2018). However, being with peers of a similar ability and close friends decreases boredom, disruptive behaviors, depression, and anxiety and increases students' sense of belonging (Stambaugh, 2017).…”

Section: Gifted Studentsmentioning

confidence: 99%

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

et al. 2021

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The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

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Section: Gifted Studentsmentioning

confidence: 99%

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

et al. 2021

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“…Bullying affects individuals, families and schools, as well as the whole society (Al-Ali & Shattnawi, 2018). Moreover, bullying can affect refugee children and youth psychosocially more than their domestic peers.…”

Section: The Current Situation Of Syrian Refugee Studentsmentioning

confidence: 99%

Comparison of levels of bullying, achievement motivation, and resilience among Syrian refugee students and Turkish students

Karaman

2021

J. Psychol. Couns. Sch.

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This study aimed to examine bullying, achievement motivation, and resilience levels of both Syrian refugee students and Turkish students at an Islamic religion-based high school for boys. The sample included 289 students. One hundred and forty-three (49.50%) of the participants were Syrian and 146 (50.50%) were Turkish students. The mean age of the participants was 16 years (SD = 1.30). This study found that the level of bullying among refugee students was higher, and the level of achievement motivation was lower than for Turkish students. However, there was not a significant difference with regard to resilience scores. In terms of grade level, 9th-grade students reported lower scores of bullying than 10th- and 12th-grade students. The results indicated that bullying, resilience, and the demographic information of nationality (Syrian and Turkish) were significant predictors of achievement motivation. In addition, the relationship of resilience with achievement motivation was the same strength for both groups when separately analysed. These findings may help school counsellors, teachers and administrators to raise awareness in schools about issues such as forced migration and refugee psychology, trauma and its effects, bullying, low motivation, and problems faced by refugee students in general.

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“…De la misma manera, deviene imprescindible infundir en los alumnos el aprendizaje orientado a la empatía y a la comunicación entre sí, esto para prevenir las situaciones violentas en el contexto escolar (Fondo de las Naciones Unidas para la Infancia [UNICEF], s.f. ; Gourneau, 2012;Mansour, Ali, & Shattnawi, 2018), así como también el llevar a cabo programas que fomenten la comprensión del estado emocional de otras personas; es decir, trabajar desde la educación de las emociones (Garaigordobil, 2015;Pacheco, 2018).…”

Section: Emociones Comprensión Emocional Y Su Relación Con El áMbitounclassified

Variables asociadas al logro educativo en estudiantes mexicanos de bachillerato: un análisis con modelaje de ecuaciones estructurales

Villarreal¹,

Medina

2020

publicaciones

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Sin duda, existen variables que influyen en el logro educativo de los estudiantes de bachillerato, es por ello que resulta prioritario conocerlas de cerca, esto con el fin de generar estrategias que permitan incidir de manera positiva en el contexto escolar. Derivado de lo anterior, el presente trabajo tiene como objetivo determinar la relación que existe entre las variables Disgusto en la Toma de Decisiones (DTD), Postergación en la Toma de Decisiones (PTD), Acoso Escolar (AE) y Comprensión Emocional (CE) con el Logro educativo en alumnos de bachillerato. Este fue un estudio correlacional, no experimental y se utilizó una metodología cuantitativa. La muestra estuvo conformada por 117539 estudiantes de todos los estados de la República Mexicana. La edad media y desviación típica fue de 18.2 años y 1.2 años, respectivamente; 47.2% mujeres y 52.8% hombres. Se utilizaron dos instrumentos, uno de ellos fue el Plan Nacional para la Evaluación de los Aprendizajes (PLANEA, 2017) y el otro fue un cuestionario de contexto. Se elaboró un modelo teórico que incluía las variables DTD, PTD, AE y CE y sus relaciones provenientes de la literatura consultada. Se aplicó la técnica modelaje de ecuaciones estructurales para comprobar de forma empírica el modelo teórico. Dentro de las manifestaciones principales destaca la relación existente entre el DTD, la PTD, el AE y la CE con el Logro educativo. Con base en esto, se concluye que existen variables que deben considerarse al momento de trabajar desde el ambiente educativo, ya que estas traerán consigo beneficios a nivel del logro.

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Bullying in School

Cited by 7 publications

References 38 publications

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

Comparison of levels of bullying, achievement motivation, and resilience among Syrian refugee students and Turkish students

Variables asociadas al logro educativo en estudiantes mexicanos de bachillerato: un análisis con modelaje de ecuaciones estructurales

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