Factors Associated with Bullying Behavior in Middle School Students

Abstract

In this study, bullying was examined as a continuum of mild-to-extreme behaviors, and the potential correlates of bullying others were delineated. To improve identification and targeting of those youth at risk for bullying, demographic, behavioral, and psychosocial correlates were tested on a continuous measure of bullying behavior rated according to the number and frequency of behaviors. Among 558 middle school students surveyed in 1995, only 20% reported no bullying behavior. In multiple regression analysis, misconduct, anger, beliefs supportive of violence, confidence in using nonviolent strategies, and intentions to use nonviolent strategies were associated with levels of bullying behavior. Although boys reported more bullying behavior than did girls, gender was not a significant predictor in the multiple regression analysis. These study results were inconsistent with the perspective that early adolescents were either bullies or nonbullies and indicated the need for a comprehensive approach to preventing bullying behavior.Themes in classic literature and memories of students throughout the decades attest to the common presence of intimidation, threat, abuse, and bullying of students by other peers. A single student who bullies can have far-reaching effects in the school and create a climate of fear and intimidation not only in his or her victims but in fellow students as well. Students who bully, their victims, and bystanders are all affected. When asked for the number one reason for not returning to school, 10% of high school dropouts reported fear of being harassed or attacked (Greenbaum, Turner, & Stephens, 1988). Similarly, more than one-third of middle school students felt unsafe at school

Bullying Amongst Parents and Teachers at an American International School: Informing School Development and Policy

“…Most researchers on bullying -focusing on students -have employed quantitative methodologies using large samples (Bosworth, Espelage, and Simon, 1999). For example, only 10% of bullying studies reported between 2000 and 2004 utilised a qualitative methodology (Powell et al, 2008), Consequently, to develop a much broader, and deeper approach surrounding the issues generated within the school context and to consider more implicitly the issues and questions raised, this empirical groundwork utilised an interpretive approach (Walsh, White, and Young, 2008).…”

Understanding Stress and Aggression Behaviors among Urban Youth

“…The questionnaire was presented to the entire class and each student was asked to answer each question as it was read aloud by a member of the research team. The three instruments that were included were: (1) the Stress in Children Questionnaire [22], (2) the Modified Aggression Scale [7,23], and (3) the Weinberger Adjustment Inventory (WAI) [24].…”

“…Hoover and colleagues [6] defined bullying as the physical or psychological abuse of an individual. The majority of the studies done in the United States have examined bullying as a subset of aggressive behavior that has potential to cause physical or psychological harm [7].…”

“…Hoover and colleagues [6] defined bullying as the physical or psychological abuse of an individual. The majority of the studies done in the United States have examined bullying as a subset of aggressive behavior that has potential to cause physical or psychological harm [7].Stress and aggression are of particular concern in urban physical education (PE) given the proliferation of competitive, multi-activity sport-based curricula and the often-limited supervision that takes place in the gymnasium [8][9][10][11]. Significant research suggests that when multiactivity and team-sport curricula dominate PE curriculum, students are more likely to report increases in bullying, teasing, and other aggressive behaviors among classmates [9,11].…”

Até que ponto o bullying influencia o aumento da demanda por educação de jovens e adultos?

“…Olweus (1993Olweus ( , 1994 constatou que um em cada sete alunos das escolas norueguesas esteve envolvido em ações de bullying, quer como vítima quer como responsável por atos de violência. Estudos feitos em vários países revelam que os comportamentos de bullying são comuns (BOSWORTH; ESPELAGE; SIMON, 1999) e que pelo menos 15% dos estudantes estão envolvidos nesses comportamentos (SUDERMANN et al, 1996). Os pesquisadores observam também que quando a intimidação acontece, muitas vezes não é denunciada.…”