Examining the Relations among Extraversion, Neuroticism, and School Bullying among Lithuanian Adolescents

Abstract

School bullying still remains an important concern. While there is growing knowledge about the nature, extent and effects of school bullying, we still lacking research on personality traits and involvement in bullying. This article seeks to examine the relations between personality traits (extraversion and neuroticism) and being involved in school bullying (as bully, victim, or bullyvictim) among Lithuanian adolescents. We expected that higher scores on extraversion will be more positively related with adolescent bullying, as neuroticism will be more positively related with victimization. Additionally, we expected that both personality traits would predict adolescents' involvement in bullying (being bullies and victims). A sample of 766 adolescents (418 girls and 348 boys; ages between 13-and 15 years old) completed measures of extraversion and neuroticism, as well as measures of bullying in school. Results indicated that bullying in school remains a serious issue as more than half of adolescents' experience victimization and almost half of them were bullies themselves. Using logistic regression analyses, it was found that higher extraversion was positive predictor of being bullies, but not related with victimization. Higher neuroticism was positive predictor of victimization. The results reveal that both higher extraversion and neuroticism are positive predictors of being bully and victim. Taking together, the results added to scientific evidence that both personality traits could be predictors of adolescents' involvement in school bullying.

Perceived Parental Responsiveness and Neuroticism as Predictors of Bullying Behaviour Among In-School Adolescents in Ibadan, OYO State

“…It occurs when one or more students seek to assert dominance over another student through physical, verbal, mental, or violent means, with the intent to injure, intimidate, or instil fear in the victim, causing them anxiety. According to Carvalhosa (2017), bullying can be identified by specific characteristics: the intention behind the behaviour, the types of violence employed, and the power imbalance between the bully and the victim. The intention behind bullying behaviour is to instil fear and exert control over the victim, carried out repeatedly and over an extended period.…”

The Relationship between the Outdoor School Violence Distribution and the Outdoor Campus Environment: An Empirical Study from China

“…In recent years, many scholars around the world have begun to explore the causes of school violence from the perspectives of culturally transformative education [11], adolescent personality traits [12,13], student physicality [14], family background [15], teaching climate [16], and social capital [17] in order to prevent or reduce the occurrence of school violence, and have proposed violence prevention measures such as dialogue models [18], drama therapy programs [19], and community participation integrated models [20,21]. Benefiting from these important research findings, the majority of schools around the world now have implemented prevention and control efforts that are based on safety education for school violence, with proactive interventions such as increased surveillance equipment and patrols [22].…”