Associations between school bullying and psychosocial factors.

By R. Jankauskiene, K. Kardelis, Saulius Sukys, Laimutė Kardelienė. 2008

167 citations recorded by the source corpus.

The aim of the study was to determine the relationship of bullying behavior at school with indicators of psychosocial health (self-esteem, happiness, relationships in family and with teachers, smoking and alcohol use) and with social-demographical factors (age, gender, socioeconomic status). Participants were 1,162 pupils from the 6th, 8th, and 11th grades of schools. A total of 56.5% of students were involved in bullying. 12.7% were ascribed as victims and 16.3% as bullies. Using logistic regression, it was established that involvement in bullying is most associated with grade (6th and 8th grades), masculine gender, tobacco smoking, lower self-esteem, and family teasing about appearance. Victimization was most associated with grade, masculine gender, lower self-esteem, unhappiness, and family teasing about appearance. For the bully, masculine gender, grades (6th and 8th), tobacco smoking and family teasing about appearance are typically associated factors. Results are interpreted against the background of other study findings, while emphasizing relevance of family teasing about appearance in bullying behavior.

Subfields: Clinical Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/20e292988467635a06a3250430dcf1b5a29c3784

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In Clinical Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour (2011, unknown): “, 2008 ); more interpersonal difficulties (Kumpulainen et al.”
The Influence of Moral Disengagement, Morally Based Self-Esteem, Age, and Gender on Traditional Bullying and Cyberbullying (2013, result): “In terms of traditional bullying, the research overwhelmingly supports the contention that boys are more often involved in bullying than girls (e.g., Erdur-Baker, 2010; Feigenberg, King, Barr, & Selman, 2008; Jankauskiene et al., 2008; Wang, Iannotti, & Nansel, 2009).”
An Analysis of Bullying Among Students Within Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate (2011, result): “Consistent with this expectation, some studies have found that higher levels of bullying are associated with low self-esteem ( Andreou, 2001 ; Jankauskiene, Kardelis, Sukys, & Kardeliene, 2008 ; O'Moore & Kirkham, 2001 ).”
The Impact of School Bullying On Students’ Academic Achievement from Teachers Point of View (2017, background): “Bullying: Bullying is defined as “repeated acts of unprovoked aggression that are damaging psychologically or physically for the victim, and where the strength of the aggressor/s and the victim is unequal” (Jankauskiene et al., 2008, p. 46).”
Children’s Cyberbullying Victimization: Associations with Social Anxiety and Social Competence in a Spanish Sample (2012, background): “2009), lower self-esteem levels (O’Moore and Kirkham 2001; Jankauskiene et al. 2008), and display less satisfaction with life (Kerr et al.”