The relationship of Eysenck's personality factors and self-esteem to bully-victim behaviour in Australian schoolboys

Slee, Phillip T.; Rigby, Ken

doi:10.1016/0191-8869(93)90136-q

Cited by 193 publications

(157 citation statements)

References 7 publications

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“…A study by Olweus (1991) indicated there is a significant and positive relationship between impulsivity and bullying behavior. Other studies (e.g., Endresen & Olweus, 2001;Olweus, 1994;Slee & Rigby, 1993) also found that bullies are more likely to lack empathy for others. Overall, these findings indicate that bullies are more likely to be impulsive, to lack empathy for others, and to be easily provoked, all consistent with low self-control.…”

Section: Low Self-control and Bullyingmentioning

confidence: 99%

“…Using self-report surveys, many studies examined the prevalence of bullying by first providing the definition of bullying to respondents and then asking how often they engage in such behaviors (Salmivalli et al, 1996;Swearer, 2001). Others studies (Siann et al, 1994;Slee & Rigby, 1993;Wong, 2004) assessed the prevalence of school bullying, categorizing students into bullies and victims. However, these traditional approaches to capturing school bullying have several potential limitations, possibly resulting in an inaccurate assessment of prevalence and frequency of this behavior (see, e.g., Bosworth et al, 1999;Espelage & Swearer, 2003).…”

Section: Bullying As a Dependent Variablementioning

confidence: 99%

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Causes of School Bullying

Moon

Hwang

McCluskey

2008

Crime & Delinquency

102

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A growing number of studies indicate the ubiquity of school bullying: It is a global concern, regardless of cultural differences. Little previous research has examined whether leading criminological theories can explain bullying, despite the commonality between bullying and delinquency. The current investigation uses longitudinal data on 655 Korean youth, in three schools, to examine the applicability of leading criminological theories (general theory of crime, differential association theory, and general strain theory) in explaining school bullying. Overall, our findings indicate limited support for the generality of these three leading criminological theories in explaining the etiology of bullying. However, the findings show the significant effects of school-generated strains (teachers' physical and emotional punishment and examination related strain) on bullying. Directions for future research and policy implications of these findings are discussed.

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Section: Low Self-control and Bullyingmentioning

confidence: 99%

Section: Bullying As a Dependent Variablementioning

confidence: 99%

Causes of School Bullying

Moon

Hwang

McCluskey

2008

Crime & Delinquency

102

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“…La relación entre estructura de personalidad y agresión, desde el modelo de Eysenck, aparece perfectamente clara: el factor que más fuertemente correlaciona con agresión es el psicoticismo y en segundo lugar el neuroticismo (Myrnard y Joseph, 1997;Slle y Rigby, 1993). En cuanto al factor extraversión aparece positiva y significativamente correlacionada con la agresión, aunque más débilmente que los anteriormente mencionados (Farell, 1992;Fonseca et al, 1995;Heaven 1993;Kerr, Au, Lindner, 2004).…”

Section: Introductionunclassified

El modelo de los cinco grandes como predictor de la conducta agresiva en población infanto-juvenil

Ortíz¹,

Barrio²

2007

RPPC

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Resumen: El presente trabajo estudia la relación entre el modelo de personalidad de los Cinco Grandes y la agresión física y verbal en un grupo de 686 sujetos (426 chicos y 260 chicas) de edades comprendidas entre 8 y 15 años. Los resultados muestran que las dimensiones de conciencia (especialmente en mujeres) y neuroticismo (especialmente en varones) son las más relevantes, aunque las dimensiones de amabilidad y extraversión también resultaron significativas principalmente en la agresión verbal. Se discute la necesidad de considerar diferentes tipos de agresión y la conveniencia de estudiar estas relaciones en chicos y chicas separadamente.Palabras clave: Agresión, Cinco Grandes, personalidad, niños. Five factor model of personality as predictor of aggressive behavior in children and adolescents Abstract:The current paper studies the relationship between the Five Factor Model of personality and physical and verbal aggression in a sample of 686 subjects (426 boys and 260 girls) in ages between 8 and 15. The results show that conscientiousness (especially in girls) and neuroticism (especially in boys) are the most relevant, although agreeableness and extraversion were also significant dimensions, especially in verbal aggression. We discuss the need for considering different types of aggression and the convenience to study these relationships for boys and girls separately.

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“…Los estudios que incluyen resultados sobre el perfil de los agresores suelen concluir que éstos puntúan significativamente más alto en los factores de impulsividad y reactividad [29]; temperamento agresivo e impulsivo [30]; más hiperactividad, conductas disruptivas en las clases y neuroticismo, y menor sensibilidad y un cociente intelectual más bajo [31]; más asertivos, fácilmente provocables y a gusto con las agresiones [32]; puntuaciones altas en las escalas de psicoticismo [33]; baja autoimagen, menor competencia académica, y peor conducta y aceptación social [34] La víctimas, por su parte, se caracterizan por manifestar una tendencia a la huida y falta de asertividad [35]; más tímidas y apocadas, con bajo autoconcepto, mayor inseguridad, sensibilidad y cautela [36]; más introvertidas y con baja autoestima [37]; se perciben como menos competentes que sus compañeros y las chicas, como menos aceptadas socialmente [38]; solos, poco equipados para responder a las agresiones de sus compañeros, con menores habilidades sociales y de comunicación [39]. Las víctimas provocativas manifiestan un perfil de conducta hiperreactivo y emocionalmente inestable [40].…”

Section: Las Características Personalesunclassified