Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents: the role of school, classroom, and individual factors

Contextual and Individual Predictors of Bullying and Victimization in Slovenia: Positive Youth Development Perspective

“…Our finding is in accordance with the large body of research which consistently shows the protective function of having satisfactory relations with others when it comes to victimization. In the context of victimization, particularly friendship, peer support, teacher support, school climate, and parent support were found to serve protectively in order to reduce or prevent one's experience of victimization (Bollmer, Milich, Harris, & Maras, 2005;Conners-Burrow, Johnson, Whiteside-Mansell, McKelvey, & Gargus, 2009;Gage, Prykanowski, & Larson, 2014;Košir et al, 2019). The overall feeling of being connected to significant others presents a safety net for the individual and, therefore, protects him or her against social and verbal victimization.…”

“…Thus, development assets can complement the overall strategy for preventing bullying in the school context. Furthermore, it should be noted that in previous research, individual internal assets (e.g., social competence, positive identity; Tsaousis, 2016;, as well as external assets (e.g., peer and teacher support; Holt & Espelage, 2007;Košir et al, 2019), were linked to bullying and victimization. In accordance with these findings, we hypothesize that developmental assets have a protective function of the occurrence of bullying in our sample.…”

“…Specific studies found associations between specific Cs and bullying, e.g. caring (empathy) , connection (peer support, friendship) (Kendrick, Jutengren, & Stattin, 2012;Košir et al, 2019), competence (academic and social competence) (Jenkins, Demaray, Fredrick, & Summers, 2016;Kowalski & Limber, 2013). Based on the studies reviewed we hypothesize that the 5Cs will be negative predictors of bullying and victimization.…”

“…To plan effective prevention and intervention of bullying and victimization, an in-depth understanding of the phenomenon and factors contributing to its prevalence is needed. Bullying and victimization are complex social phenomenona, as they involve a whole group of peers (Salmivalli, Lagerspetz, Bjorkqvist, & Osterman, 1996), so the factors influencing bullying and victimisation can be divided into three levels: school level (e.g., school climate; Gendron, Williams, & Guerra, 2011), class level (e.g., class norms concerning bullying and victimization; (Salmivalli, Voeten, & Poskiparta, 2011) and individual level (e.g., perceived peer support; Košir et al, 2019). Although predictors on all three levels are important when considering bullying and victimization, predictors on the individual level are the strongest ones (Saarento, Kärnä, Hodges, & Salmivalli, 2013).…”

Ο Ρόλος Του Υποστηρικτικού Πλαισίου Στην Ανάπτυξη Του Σχολικού Εκφοβισμού: Μία Οικοσυστημική Προσέγγιση

“…Επιπλέον, οι Košir et al (2020) αντλώντας ένα δείγμα 1.905 μαθητών πρωτοβάθμιας εκπαίδευσης από την Σλοβενία βρήκαν αρχικά μέσω πολυ-επίπεδης μοντελοποίησης πως το θηλυκό φύλο, η υψηλή ακαδημαϊκή επίδοση, η αυτο-ρύθμιση του θυμού και η προσλαμβανόμενη υποστήριξη από τους δασκάλους προέβλεπαν χαμηλότερα επίπεδα εκφοβισμού, ενώ η εσωτερίκευση και εξωτερίκευση του θυμού καθώς και η προσλαμβανόμενη υποστήριξη από τους συμμαθητές συνδέονταν με υψηλότερα επίπεδα εκφοβισμού. Αντίθετα, η ηλικία, η δημοτικότητα και η φιλία δεν ήταν στατιστικά σημαντικοί προβλεπτικοί παράγοντες του εκφοβισμού.…”