A COMPARATIVE ANALYSIS BETWEEN THE PERCEPTIONS AND ATTITUDES OF STUDENTS IN TWO HIGH SCHOOLS WITH DIFFERENT STATUS REGARDING THE PHENOMENON OF BULLYING IN SCHOOLS

doi>10.24250/JPE/1/2020/AM/CG/FLV/DSB

  • Cosmin GOIAN
  • Annamaria MESZAROS
  • Florina Luiza VLAICU
  • Danut Sorin BALAUTA
Keywords: bullying; school violence; student perception; combat and prevention.

Abstract

Bullying is described as a set of aggressive actions, characterized by
intent, repetition and an imbalance of forces. These characteristics refer to
the fact that the aggressor chooses a weaker victim, who will be
aggressively and repeatedly assaulted, usually in school. Wanting to explore
this topic locally through the eyes of the students, we conducted a research
to identify the differences in perception and attitude of the students from two
different high schools (a national college and a technological high school),
regarding this phenomenon. The main hypothesis is that tensions and
difficulties in the school environment can affect the attitudes of students
regarding violence. We applied a questionnaire to 72 students (36 from
each high school) from Sighetu Marmatiei. The results show that the
students from the technological high school, know more information about
bullying, and they consider this phenomenon to be less frequent compared
to the students from the national college, and the feeling of being safe at
school is greater. Students from both high schools expressed pro-victim
attitudes to a greater extent, but the attitude toward the aggressor was more
negative in the case of students from the national college and more positive
in the other school. We can conclude that if the academic standards of the
students are higher, there is more tension is the school atmosphere, which
can generate bullying situations and feelings of insecurity at school.

Author Biographies

Cosmin GOIAN

Department of Social Work, West University of Timisoara

Annamaria MESZAROS

Department of Social Work, West University of Timisoara

Florina Luiza VLAICU

Department of Social Work, West University of Timisoara

Danut Sorin BALAUTA

Department of Social Work, West University of Timisoara

References

Arseneault, L. Bowes, L., Shakoor, S. (2010). Bullying victimization in

youths and mental health problems: 'much ado about nothing'?. Psychological

Medicine, 40(5), 717-729. doi: 10.1017/S0033291709991383

Astor, R. A., Behre, W. J., Fravil, K. A., & Wallace, J. M. (1997). Perceptions of

School Violence as a Problem and Reports of Violent Events: A National Survey of

School Social Workers. Social Work, 42(1), 55-68, doi: 10.1093/sw/42.1.55

Bărbat, A. C. (2018). Transdisciplinar approaches in understanding addictions.

Social Research Reports, 10(2), 51-61.

Beldean-Galea, I., Mireştean, I. M., Irimie, S., Samoilă, C., Sandu, P., & Rusz, A.

(2016). Bullying behavior in school – specific form of school violence. Journal of

School and University Medicine, 3(3), 31-39.

Craig, W. M., Pepler, D., & Atlas, R. (2000). Observations of Bullying in the

Playground and in the Classroom. School Psychology International, 21(1), 22-36.

doi: 10.1177/0143034300211002

Chartrand, T. L. & Bargh, J. A. (1999). The chameleon effect: The perceptionbehavior

link and social interaction. Journal of Personality and Social Psychology,

(6), 893-910. doi: 10.1037/0022-3514.76.6.893

Gini, G. (2006). Bullying as a social process: The role of group membership in

students’ perception of inter-group aggression at school. Journal of School

Psychology, 44, 51-65. doi: 10.1016/j.jsp.2005.12.002

Gini, G., Pozzoli, T., Borghi, F., & Franzoni, L. (2008). The role of bystanders in

students' perception of bullying and sense of safety. Journal of School Psychology,

(6), 617-638. doi: 10.1016/j.jsp.2008.02.001

Gavrila-Ardelean, M. (2014). Study Type Determinants Deviant Behavioral

Disorders in Teenagers from Different Residential Areas, Educatia Plus, 10(1),

-238.

Gavrila-Ardelean, M. (2017). Cyberbulling-ul si sanatatea mentala a copiilor, in

vol. Assessing Cyberbullying Perceptions, coord. Lile R., Ed. Eikon, Bucuresti, p.

-45.

Gavrila-Ardelean, M., Gavrila-Ardelean, L. (2017). Review of Need for Health

Education in The Bio-Psycho-Social Approach of Mental Health, Journal Plus

Education, 17 (1), 276-285.

Gavrila-Ardelean, M., Gavrila-Ardelean, L. (2018). Technology and the future, in

vol. Croire en la technologie: médiatisation du futur et futur de la médiatisation,

coord. M.A. Tudor, S. Bratosin, Les Arcs: Éditions IARSIC, p.76-83.

https://catalogue.bnf.fr/ark:/12148/.

Goian, C. (2004). Deprinderi in Asistenta Sociala, Institutul European.

Goian, C. (2010). Zece categorii de inconsecvente semantice prezente in limbajul

asistentei sociale din spatula romanesc. Revista de Asistenta Sociala, nr 1/2010,79-

Goian.C. (2019). Parents Counseling for improving the capacity of socialization of

their preschool children. Journal Plus Education, XXV, no 2/2019, 122-130.

Hymel, S. & Swearer, S. (2008). Bullying: An Age-Old Problem That Needs New

Solutions. Educational Psychology Papers and Publications. Paper 135.

Jigău, M., Liiceanu, A., & Preoteasa, L. (coord.). (2006). Violența în scoală. Buzău:

Editura Alpha MDN.

Lodge, J. & Frydenberg, E. (2005). The Role of Peer Bystanders in School

Bullying: Positive Steps toward Promoting Peaceful Schools. Theory Into Practice,

(4), 329-336.

Menesini, E., Eslea, M., Smith, P. K., Genta, M. L., Giannetti, E., Fonzi, A., &

Costabile, A. (1997). Cross-national comparison of children's attitudes towards

bully/victim problems in schools. Aggressive Behavior, 23(4), 245-257. doi:

1002/(SICI)1098-2337(1997)23:4<245::AID-AB3>3.0.CO;2-J

Neamțu, C. (2003). Aspecte ale asistenţei sociale în şcoală. In G. Neamțu (Coord.),

Tratat de asistență socială (pp. 829-857). Iași: Polirom.

Neamțu, G. (2003). Introducere în teoria asistenței sociale. In G. Neamțu (Coord.),

Tratat de asistență socială (pp. 25-57). Iași: Polirom.

Nesdale, D. & Scarlett, M. (2004). Effects of group and situational factors on preadolescent

children’s attitudes to school bullying. International Journal of

Behavioral Development, 28(5), 428-434. doi: 10.1080/01650250444000144

Netzelmann, T. A., Steffan, E., & Angelova, M. (2016). Strategii pentru o clasă

fără bullying. Salvați copiii. Retrieved from http://listen.animusassociation.org/wpcontent/

uploads/2016/09/manual-rom-web.pdf, Accessed at 06.08.2019.

Organizația salvați copiii. (2016). Bullying-ul în rândul copiilor. Studiu sociologic

la nivel național. Retrieved from

https://oradenet.salvaticopiii.ro/docs/Bullying_Studiu_sociologic_salvati_copiii.pdf

, Accessed at 20.07.2019.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden,

MA: Blackwell Publishers, Inc.

Protogerou, C. & Flisher, A. (2012). Bullying in schools. Child and Adolescent

Psychiatry and Mental Health, 119-133. Retrieved from

https://www.researchgate.net/publication/258222223_BULLYING_IN_SCHOOLS,

Accessed at 05.08.2019.

Randall, P. (1995) A Factor Study on the Attitudes of Children to Bullying.

Educational Psychology in Practice, 11(3), 22-26, doi: 10.1080/0266736950110304

Rigby, K. (2003). Consequences of Bullying in Schools. The Canadian Journal of

Psychiatry, 48(9), 583-590. doi: 10.1177/070674370304800904

Sanders, C. E. & Phye, G. D. (2004) Bullying: implications for the classroom.

London: Elsevier Academic Press.

Smith, P. K. & Brain, P. (2000). Bullying in schools: Lessons from two decades of

research. Aggressive Behavior, 26(1), 1-9. doi: 10.1002/(SICI)1098-

(2000)26:13.0.CO;2-7

Smokowski, P. R. & Kopasz, K. H. (2005). Bullying in School: An Overview of

Types, Effects, Family Characteristics, and Intervention Strategies. Children &

Schools, 27(2), 101-110.

Staples, J. (2016). Understanding School Social Workers’ Roles in Bullying

Prevention and Intervention. Retrieved from Sophia, the St. Catherine University

repository website: https://sophia.stkate.edu/msw_papers/693, Accessed at

08.2019.

Swami, V., Mohd. Khatib, N. A., Vidal-Mollón, J., Vintila, M., Barron, D., Goian,

C., Mayoral, O., Lin Toh, E. K., Tudorel, O., Vazirani, S., & Zahari, H. S. (2019).

Visits to Natural Environments Improve State Body Appreciation: Evidence from

Malaysia, Romania, and Spain. Ecopsychology.

https://doi.org/10.1089/eco.2019.0065

Thornberg, R., Pozzoli, T., Gini, G., & Jungert, T. (2015). Unique and Interactive

Effects of Moral Emotions and Moral Disengagement on Bullying and Defending

among School Children. The Elementary School journal, 2(116), 322-337. doi:

1086/683985

Trancă, L. M. (2018). School Dropout: A Case Study on Prevention Measures.

Agora Psycho-Pragmatica, 12(2), 197-207.

Trancă, L. M. (2020). Role of Social Workers and Current Difficulties Faced by

Social Workers in the Prevention of School Dropout in Western Romania. Social

Work Review, 19(1), 157-168.

Tudorel, O. I., Macsinga, I., & Virga, D. (2013). Actualizarea de sine: de la starea

de bine la viziunea asupra lumii. Romanian Journal of Applied Psychology, 15(1),

–26.

Tudorel, O. I., & Vintila, M. (2020). The Benefits and Consequences of Using

Modern Information and Communication Technology. Revista de Asistenţă Socială,

http://www.swreview.ro/index.pl/the_benefits_and_consequences_of_using_moder

n_information_and_communication_technology

Tudorel, O. I., Vintilă, M., Vlaicu, L., Bălăuță, D., Goian, C., & Rusu, A. (2019).

Romanian Version of the Internet Addiction Test: Psychometric Properties and

Cross-Gender Invariance. International Journal of Mental Health and Addiction,

(2), 234–246. https://doi.org/10.1007/s11469-018-0014-6

Tudorel, O., & Vintilă, M. (2018). The role of social suppor on Internet addiction.

Revista de Asistenţă Socială, 1, 73–78.

Vintilă, M., Tudorel, O. I., Goian, C., & Bărbat, C. (2018). Determining the

structure of smartphone addiction scale: A bifactor model analysis. Current

Psychology. https://doi.org/10.1007/s12144-018-0035-0

Published
2020-05-07