Bullying and Social Emotional Learning among Junior High Students: A Theoretical Model Approach

Autor/in	Özer, Esin
Titel	Bullying and Social Emotional Learning among Junior High Students: A Theoretical Model Approach
Quelle	In: International Journal of Psycho-Educational Sciences, 7 (2018) 1, S. 125-141 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-775X
Schlagwörter	Forschungsbericht; Bullying; Social Development; Emotional Development; Junior High School Students; Coping; Grade 7; Grade 8; Gender Differences; Skill Development; Self Esteem; Problem Solving; Victims; Communication Skills; Stress Management; Predictor Variables; Early Adolescents; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mobbing; Soziale Entwicklung; Gefühlsbildung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Bewältigung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; Kompetenzentwicklung; Qualifikationsentwicklung; Self-esteem; Selbstaufmerksamkeit; Problemlösen; Victim; Opfer; Kommunikationsstil; Stressmanagement; Stressbewältigung; Prädiktor; Ausland; Türkei
Abstract	The present study aimed to construct a theoretical model based on the correlation between social emotional learning and coping with peer bullying in junior high school students and to test this theoretical model with respect to the gender variable.The study group included 295 students attending a junior high school in Düzce province (Turkey) during the 2016- 2017 academic year. 140 participants were female and 155 were male. 40 students were seventh grade and 255 were eighth grade students. Social Emotional Learning Skills Scale and Bullying scales were used as data collection instruments.It was found that the impact of self-worth development skills on victim dimension for female students was [beta] = -220 (p < 0.05 ), and the impact of self-worth development skills on victim dimension for male students was [beta] = -0.385 (p < 0.05). The findings that the problem-solving skill was effective on bullying among the females ([beta] = -0.216, p <0.05) and the effects of the problem solving skill ([beta]=-0.144, p<0.05) and coping with stress skills ([beta]= -0.235, p >0.05) on bullying among the males. (As Provided).
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Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01