A Comparison Study of Bullying Behavior, School Bonding and Social Compe-tence in Bully and Pro-Bully Students
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
The present study aimed to compare bullying behavior, school bonding and social competence in the bully and pro-bully students. The subjects were 80 elementary school boys selected by purposeful sampling, cluster random sampling and screening methods. Measurement instruments include the Illinois Bullying Scale, Peer Nomination Form, Teacher Nomination Form, Participant Role Scale, School Bonding Scale and Self-report Scale for Social Competence. The results of a Multivariate Analysis of Variance (MANOVA) revealed that mean scores of bully and pro-bully students for the sub-scales of bullying behavior (bullying and fighting) were not significant. Also, no significant difference was found between the bully and pro-bully students for the sub-scales of school and teacher attachment, and school involvement of school bonding. Mean score of pro-bully students for the sub-scale of prosocial behavior of social competence was significantly higher than bully students. In addition, mean scores of the pro-bully students was significantly lower than bullies for the sub-scale of disruptive behavior of social competence. The findings indicate the importance and the role of negative perceptions of social competence have on the incidence of bullying at school. Limitations and implications are discussed.
Language:
Persian
Published:
Research in School and Virtual Learning, Volume:5 Issue: 20, 2018
Pages:
71 to 82
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