Validité de construit du questionnaire rBVQ d’Olweus pour l’évaluation du harcèlement scolaire (bullying) auprès d’élèves français de cycle 3

Guilheri, Juliana; Cogo‐Moreira, Hugo; Kubiszewski, Violaine; Yázigi, Latife

doi:10.1016/j.neurenf.2015.01.010

Cited by 11 publications

(10 citation statements)

References 16 publications

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“…Specifically, similar percentages of victims were found in Bannink et al (2014) and ISEI-IVEI (2017), and several studies found similar percentages of bullies involved in face-to-face bullying (Cerezo et al, 2015; Shin et al, 2016). The percentage of bully-victims found in this study is similar to that of Shin et al (2016), who found 25%, but higher than those reported by most studies, which overall reported figures below 15% (García-Fernández et al, 2016; Guilheri et al, 2015), as well as studies that found percentages below 5% (Cerezo et al, 2015). Finally, the percentage of bystanders is similar to that reported by García-Fernández et al (2016), who found 28.45% of bystanders.…”

Section: Discussionsupporting

confidence: 89%

Prevalence of Bullying and Cyberbullying in the Last Stage of Primary Education in the Basque Country

Machimbarrena

Garaigordobil

2018

Span. J. Psychol.

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Bullying and cyberbullying pose a serious problem in our schools. Despite this research area’s increasing relevance, most research into cyberbullying in the present day has focused only on adolescents. However, given the long-lasting effects of victimization, it is necessary to understand its prevalence throughout the different educational stages of students. This study aims to clarify the prevalence of bullying and cyberbullying among students in the 5th and 6th grades. A sample of 1,993 (Mage = 10.68, SD = 0.71; range 9–13) students completed the “Cyberbullying: Screening of Peer-Harassment” test. The results reveal that 20.3% (n = 404) were pure victims, 6.1% (n = 121) pure bullies, 23.9% (n = 476) bully-victims, and 28.9% (n = 575) pure bystanders of bullying. With respect to cyberbullying, 13.4% (n = 267) were pure cybervictims, 0.7% (n = 13) pure cyberbullies, 3.1% cyberbully-victims (n = 62), and 25.6% (n = 510) pure cyberbystanders. In addition, the results reveal that verbal aggression and offensive or insulting messages were the most prevalent forms of aggression in bullying and cyberbullying, respectively. 36.6% of the sample had suffered verbal aggression and 8.4% had received offending or insulting messages. These data show that bullying and cyberbullying are considerably prevalent in this educational stage.

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Section: Discussionsupporting

confidence: 89%

Prevalence of Bullying and Cyberbullying in the Last Stage of Primary Education in the Basque Country

Machimbarrena

Garaigordobil

2018

Span. J. Psychol.

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“…Les situations de HS s'inscrivent dans des phénomènes de groupes (Kubiszewski, 2016 ;Salmivalli, 2010) au sein desquels la littérature distingue quatre statuts de jeunes impliqués : les victimes pures, les harceleurs purs, les harceleurs victimes (élèves subissant des agressions et en pratiquant eux-mêmes) et les neutres (« élèves qui ne subissent et ne pratiquent aucune forme d'intimidation », Huré et al, 2015 : 284) (Guilheri et al, 2015 ;Kubiszewski, 2016 ;Kubiszewski et al, 2014 ;Olweus, 1999). De plus, différents types de témoins sont présents dans 80% des cas (Atlas et Pepler, 1998 ;Hawkins et al, 2001), dont la typologie varie dans les recherches en psychologie (Kubiszewski, 2016 ;Olweus et Limber, 2010).…”

Section: Des Différents Statuts Des Pairs Au Processus Mis En Oeuvre ...unclassified

“…Le sujet touche aussi bien les enfants en élémentaire que les adolescents au collège et au lycée (Catheline, 2018 ;Cook et al, 2010 ;Guilheri et al, 2015 ;Kubiszewski, 2016 ;Williams et Littlefield, 2018). De prime abord fréquemment minimisées comme des enfantillages entre jeunes par les adultes (Bryn, 2011 ;Catheline, 2018 ;Fontaine, 2018), les situations de harcèlement scolaire ne sont pas à considérer comme des événements anecdotiques, mais comme relevant d'une somme de risques…”

Section: Introductionunclassified

Comprendre le harcèlement scolaire lié à des motifs de consommation : proposition d’un cadre d’analyse, perspectives de recherche et implications

Benmoyal‐Bouzaglo

2021

Recherche et Applications en Marketing (French Edition)

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Le harcèlement scolaire (HS) est un problème de santé publique, avec des risques sociopsychologiques importants. De façon générale, les travaux en marketing ont très peu traité, de façon centrale, du rôle de la consommation dans le développement du HS à l’école chez les enfants et les adolescents. L’objectif principal de cet article est donc de proposer un cadre d’analyse pour l’étude du HS lié à des motifs de consommation relatifs aux produits et aux marques possédés, et à la culture de consommation. Pour ce faire, le HS, ses principales caractéristiques et les différents statuts des pairs impliqués (harceleurs, victimes et témoins) sont définis. Puis, une revue de la littérature sur les jeunes consommateurs permet d’aboutir à la proposition d’un cadre d’analyse structuré autour de variables individuelles et contextuelles pertinentes pour mieux appréhender le HS lié à la consommation. Des perspectives de recherche qui en découlent sont développées, et les implications de ces travaux futurs – pour les chercheurs en marketing, les politiques publiques, les écoles, les parents et les entreprises ciblant les jeunes – sont présentées.

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“…Between 10% and 30% of children and adolescents are assumed to be involved, either as victims or as bullies, depending on how the prevalence is measured (Cook et al, 2010; Whittaker and Kowalski, 2015). The issue affects children in elementary school and adolescents in middle and high school (Catheline, 2018; Cook et al, 2010; Guilheri et al, 2015; Kubiszewski, 2016; Williams and Littlefield, 2018). Although frequently minimized by adults as childish behavior between young people (Bryn, 2011; Catheline, 2018; Fontaine, 2018), SB should not be dismissed as simply anecdotal but recognized as being associated with many significant risks for a victim (school dropout, depressive symptoms, eating disorders, etc.)…”

Section: Introductionmentioning

confidence: 99%

“…SB is a group phenomenon (Kubiszewski, 2016, 2018; Salmivalli, 2010). The literature distinguishes four statuses of the young people involved: the pure victim, the pure bully, the victim bully (students both undergo and practice bullying), and neutrals (“students who do not undergo nor practice any form of bullying,” Huré et al, 2015: 84) (Guilheri et al, 2015; Kubiszewski, 2016; Kubiszewski et al, 2014; Olweus, 1999). In addition, different types of witnesses are present in 80% of cases (Atlas and Pepler, 1998; Hawkins et al, 2001), and the literature in psychology identifies several typologies (Kubiszewski, 2016; Olweus and Limber, 2010).…”

Section: Introductionmentioning

confidence: 99%

Understanding consumption-motivated school bullying: A proposal for an analytical framework, research perspectives, and implications

Benmoyal‐Bouzaglo

2022

Recherche et Applications en Marketing (English Edition)

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School bullying (SB) is a public health concern with significant sociopsychological risks. Marketing research has rarely directly addressed the role of consumption in its development among children and adolescents. Therefore, the main objective of this article is to provide an analytical framework for the study of SB linked to consumption motives related to the possession of products and brands, together with consumer culture. Thus, SB, its main characteristics, and the different peers’ statuses (bullies, victims, and witnesses) are defined. A review of the existing literature on the consumption behavior of young people provides the background for the development of an analytical framework based on relevant individual and contextual variables that give an insight into consumption-motivated SB. The resulting research perspectives are discussed, together with their implications for marketing researchers, public policies, schools, parents, and businesses that target young people.

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Validité de construit du questionnaire rBVQ d’Olweus pour l’évaluation du harcèlement scolaire (bullying) auprès d’élèves français de cycle 3

Cited by 11 publications

References 16 publications

Prevalence of Bullying and Cyberbullying in the Last Stage of Primary Education in the Basque Country

Prevalence of Bullying and Cyberbullying in the Last Stage of Primary Education in the Basque Country

Comprendre le harcèlement scolaire lié à des motifs de consommation : proposition d’un cadre d’analyse, perspectives de recherche et implications

Understanding consumption-motivated school bullying: A proposal for an analytical framework, research perspectives, and implications

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