Morad Abdivarmazan; fataneh jafari
Abstract
The aim of this study was to construct and validate a scale for measuring the dimensions of Bullying in adolescents. The method used in the preliminary construction of the items was based on a library study of theoretical concepts and validation by experts using the content validity ratio coefficient ...
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The aim of this study was to construct and validate a scale for measuring the dimensions of Bullying in adolescents. The method used in the preliminary construction of the items was based on a library study of theoretical concepts and validation by experts using the content validity ratio coefficient CVR (Lawshe, 1975) and content validity index CVI (Waltz & Bausell, 1981). Structural equation modeling was used to evaluate the validity and factor analysis of the scale by using the Partial Least Squares Method. In the content validity phase, 40 items were prepared and 35 items were approved by experts. In the initial study with a sample size of 48 people, 3 items were removed and 32 items remained, which formed the initial scale. The study population was Iranian adolescents that Their age was 12 to 19. Sampling was done by available method and the sample size was 639 people. Examination of the data in exploratory factor analysis showed that 29 items had acceptable factor load and the other 3 items that did not have acceptable factor load were removed. Examination of the data showed that the 3-factor structure has the best fit in the structural model and explains 53.99% of the variance in total. Confirmatory factor analysis and validation of the remaining items showed that the scale of measuring bullying in adolescents is a reliable self-report scale for use in research related to measuring the prevalence and tendency to bullying and superiority seeking.
ehsan keshtvatz kondazi; majid barzegar
Abstract
The aim of the present study was to determine the effectiveness of a lifestyle intervention intervention package on bullying and impulsivity in secondary school male students in Shiraz. In this regard, experimental method with pre-test and post-test design was used. The statistical population of the ...
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The aim of the present study was to determine the effectiveness of a lifestyle intervention intervention package on bullying and impulsivity in secondary school male students in Shiraz. In this regard, experimental method with pre-test and post-test design was used. The statistical population of the study consisted of all male students studying in Shiraz high schools in the city of Shiraz randomly selected and 30 of them were selected by convenience sampling method and randomly divided into two groups. The experimental and control groups (each group 15) were included.First, members of both groups were tested using impulsivity scale (Bass & Perry, 1992) and bullying scale (Oliveus, 1996) (pretest). Then, the experimental group received eight sessions of lifestyle intervention training while the control group did not receive any training. At the end of group sessions, posttest was taken from both groups.Findings showed that after intervention, the overall impulsivity variable and its components (physical impulsivity, verbal impulsivity, anger and hostility) as well as bullying and its components (especially bullying prevalence) were significantly reduced in the experimental group compared to the control group. Based on this, it can be said that lifestyle intervention package training is effective in reducing impulsivity and bullying in adolescents and therefore, it is recommended that lifestyle intervention package training be considered as part of the school curriculum.
Hossein Eskandari; elham eshaghi
Abstract
Turnover of the video game industry is three times larger than the cinema. Students are the most consumer of this market. Games in addition to theirs benefits can causes many problems as Increasing violence. The study seeks to investigate the using rate of violent games and its relationship with the ...
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Turnover of the video game industry is three times larger than the cinema. Students are the most consumer of this market. Games in addition to theirs benefits can causes many problems as Increasing violence. The study seeks to investigate the using rate of violent games and its relationship with the amount and type of bullying of elementary school male and female students in Bojnord. Data were collected through two questionnaires: Illinois bullying scale and a researcher-made game questionnaire. Findings showed that the rate of violent games among boys is significantly higher than girls. And the rate of bullying fights and victimization is higher among boys too. Contrary to expectations, the most important finding showed that there is a negative relationship between playing violent games with the dimension of bullying, the dimension of fighting and the dimension of victimization that in first two is meaningful. That is, games not only didn’t have a significant relationship with increasing violence, on the contrary have with reducing it. There are theories that can explain this finding, so that these games calm children by discharging the latent violence and therefore have a positive effect on their behavior; especially if the conditions and lifestyle were how they couldn't experience in real environment. The findings of this study, although challenging the mainstream, do not recommend the use of violent games to reduce school bullying; because moral, psychological and physical harms still remain, moreover there are other ways to prevent and reduce bullying at school.
Kazem Barzegar Bafrooei; Mehdi Barzegar Bafrooei; Hassan Khezri
Abstract
The aim of the present study was to investigate the role of school bonding in bullying at school. This study was a descriptive-correlational type. The population consisted of all of the students of the junior high schools in Yazd in the academic year 2015-2016. From the population, 365 students (180 ...
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The aim of the present study was to investigate the role of school bonding in bullying at school. This study was a descriptive-correlational type. The population consisted of all of the students of the junior high schools in Yazd in the academic year 2015-2016. From the population, 365 students (180 female and 185 male) were selected by random cluster sampling method. Data were gathered through School Bonding Scale and the School Bullying Scale and then they were analyzed by using variance analysis and multiple regression analysis methods. Result showed that there was a negative and significant correlation between school bonding and three dimensions of bullying (bullying perpetration, bullying victimization, bullying perpetration/bullying victimization). The results of multivariate regression analysis showed that the school bonding could predict school bullying. Also, the results of analysis of variance (ANOVA) indicated that there was a significant difference between gender and school bullying, namely the malestudents displayed significantly higher levels of bullying perpetration, bullying victimization, bullying perpetration / bullying victimization, than their female counterparts. The findings demonstrated that strengthen school bonding have a significant impact on the reduction of students' bullying.
Esmaiel Soliemani; Ali Sheikholeslami; Mahnaz Mousavi
Abstract
This study examined the effectiveness of emotional intelligence training on the social competence and emotional regulation of the bullying students. Research method was experimental with pretest-posttest control group. The study sample consisted of the bullying students that were selected in the school ...
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This study examined the effectiveness of emotional intelligence training on the social competence and emotional regulation of the bullying students. Research method was experimental with pretest-posttest control group. The study sample consisted of the bullying students that were selected in the school year 94-1393 with multi-stage cluster sampling from the population. To collect data, the Revised Bullying Olwis Scale, Social Competence Questionnaire and Emotional Regulation Scale were used. The experimental group received 8 sessions and during the meetings the control group was not given any training. Multivariate analysis of variance showed that there is a significant difference among bullying students in the experimental and control group in social competence and emotional regulation. In other words, there is a difference in the component average of social competence and emotional regulation in experimental group after learning social-cognitive problem solving. These results suggest that emotional intelligence training can modify social competence and emotional regulation in the bullying students.
روانشناسی یادگیری
Seyed adnan hosseini; Rahim Badri; Hossein Salimy; Lila Kolyaei
Volume 11, Issue 37 , October 2015, , Pages 1-19
Abstract
The purpose of this study was to determine the effect of cognitive hope enhancing training on the victimization of female bullying victims in junior high school students of Sanandaj city (the academic year of 2013-2014). This has been a half-experimental research with a pre-test/post-test plan and a ...
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The purpose of this study was to determine the effect of cognitive hope enhancing training on the victimization of female bullying victims in junior high school students of Sanandaj city (the academic year of 2013-2014). This has been a half-experimental research with a pre-test/post-test plan and a control group. For this reason, 30 pupils were randomly selected as the sample group and then randomly divided into two 15-person groups, (an experimental group and a control group). The experimental group was taken under cognitive hope enhancing training during 8 sessions (each 90 min) and one session per week, while the control group was not present. Data were analyzed with descriptive statistics and inferential statistics (Covariance Test) using SPSS software. The results showed that applying this program as an effective intervention reduced their victimization (p<0.05). According to the results of this study, it is suggested that cognitive hope enhancing training program be as part of an in-service training for schools counselors.
