School bonding in students who have different roles in bullying

In recognizing the empirical evidence in the relationship between bullying and students' level of school bonding, the initial premise was derived that students who do not participate in bullying are more attached and committed to school than students who are bullies, victims or bullies-victims....
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Autor*in:	Popović-Ćitić Branislava [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; srp

Erschienen:	2012

Schlagwörter:	school bonding bullying bully victim

Übergeordnetes Werk:	In: Specijalna Edukacija i Rehabilitacija - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2017, 11(2012), 4, Seite 547-564
Übergeordnetes Werk:	volume:11 ; year:2012 ; number:4 ; pages:547-564

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.5937/specedreh11-2773

Katalog-ID:	DOAJ043147089

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title	School bonding in students who have different roles in bullying
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title_sort	school bonding in students who have different roles in bullying
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title_auth	School bonding in students who have different roles in bullying
abstract	In recognizing the empirical evidence in the relationship between bullying and students' level of school bonding, the initial premise was derived that students who do not participate in bullying are more attached and committed to school than students who are bullies, victims or bullies-victims. In order to determine possible differences in the level of social bonding to school among students who have different roles in bullying, the survey was conducted on a sample of 1012 students from 12 elementary schools in Belgrade, with the average age of 12.9. Research results showed that levels of attachment and commitment to school among elementary school students are relatively high, with higher levels of bonding among girls and students in lower grades. Statistically significant negative correlations were found between school bonding and bullying, indicating that students with higher level of school bonding are less involved in bullying. The results of one-way analysis of variance confirmed the existence of significant differences between students who have different roles in bullying. Post hoc tests indicated that bullies and bullies-victims have lower level of school bonding than victims and students who do not participate in bullying. Additionally, significant gender and age differences in roles of bullying were found.
abstractGer	In recognizing the empirical evidence in the relationship between bullying and students' level of school bonding, the initial premise was derived that students who do not participate in bullying are more attached and committed to school than students who are bullies, victims or bullies-victims. In order to determine possible differences in the level of social bonding to school among students who have different roles in bullying, the survey was conducted on a sample of 1012 students from 12 elementary schools in Belgrade, with the average age of 12.9. Research results showed that levels of attachment and commitment to school among elementary school students are relatively high, with higher levels of bonding among girls and students in lower grades. Statistically significant negative correlations were found between school bonding and bullying, indicating that students with higher level of school bonding are less involved in bullying. The results of one-way analysis of variance confirmed the existence of significant differences between students who have different roles in bullying. Post hoc tests indicated that bullies and bullies-victims have lower level of school bonding than victims and students who do not participate in bullying. Additionally, significant gender and age differences in roles of bullying were found.
abstract_unstemmed	In recognizing the empirical evidence in the relationship between bullying and students' level of school bonding, the initial premise was derived that students who do not participate in bullying are more attached and committed to school than students who are bullies, victims or bullies-victims. In order to determine possible differences in the level of social bonding to school among students who have different roles in bullying, the survey was conducted on a sample of 1012 students from 12 elementary schools in Belgrade, with the average age of 12.9. Research results showed that levels of attachment and commitment to school among elementary school students are relatively high, with higher levels of bonding among girls and students in lower grades. Statistically significant negative correlations were found between school bonding and bullying, indicating that students with higher level of school bonding are less involved in bullying. The results of one-way analysis of variance confirmed the existence of significant differences between students who have different roles in bullying. Post hoc tests indicated that bullies and bullies-victims have lower level of school bonding than victims and students who do not participate in bullying. Additionally, significant gender and age differences in roles of bullying were found.
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title_short	School bonding in students who have different roles in bullying
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