Page 237 - Šolsko polje, XXXI, 2020, št. 1-2: Bralna (ne)pismenost, ur. Klaudija Šterman Ivančič
P. 237
povzetki ■ abstracts
PREDICTORS OF PERCEIVED BULLYING OF SLOVENE 15-YEAR-
OLDS: GENDER DIFFERENCES BETWEEN 2015 AND 2018
Already in PISA 2015, Slovenian 15-year-olds reported relatively high lev
els of experiencing different forms of bullying at school. The results from
PISA 2018 confirmed this: 21% of students reported experiencing some
kind of bullying act at least a few times a month, which means that the
percentage of these students increased between 2015 and 2018 by 4 per
centage points. Given the above, we wanted to explore the issue in more
detail. The present article has two aims: to investigate the level of bullying
experienced by students in Slovenia in 2015 and 2018, to investigate gen
der differences and the effects of a sense of belonging to school, the per
ceived socio-emotional support of parents and how reading achievements
can reduce the odds of experiencing bullying at school. The analysis was
carried out on PISA 2015 (n = 6406) and PISA 2018 (n = 6401) data, and
was based on a logistic regression method. The results show that in 2015,
about a quarter of girls and a third of boys reported experiencing bullying
at school. In 2018 the proportion of girls remained similar (3 percentage
points higher), but the proportion of boys reporting bullying at school in
creased significantly to 42 percent. For both girls and boys in both years,
a sense of belonging to a school and the perceived emotional support from
parents reduced the odds of experiencing bullying at school. A similar ef
fect of reducing the odds was noticed for reading achievement, with the
exception of boys in 2015. The results of predictors in reducing the odds
of experiencing bullying at school between 2015 and 2018 changed espe
cially for boys, in that the explanatory power of the model is much high
er. Contrary to results in 2015, reading achievement had a statistically sig
nificant effect on reducing the odds of experiencing bullying at school
and the effect of sense of belonging to school on reducing these odds was
greater still. The authors see a challenge in preventing and dealing with
violence in schools in the development of a whole-school approach pre
vention programme, which, in addition to raising awareness of the im
portance of the role of everyone in school, also include parents, the wider
community and clear rules for dealing with violence in schools.
Key words: PISA study, bullying, sense of belonging to school, socio-emo
tional support of parents, reading achievement
Paul Stubbs
VLADAVINA SVETOVNEGA RAZVRŠČANJA V IZOBRAŽEVANJU:
POLITIKA IN PRAKSA RAZISKAVE PISA
Članek je prevpraševanje Programa mednarodne primerjave dosežkov
učencev in učenk (PISA), ki se izvaja pod okriljem organizacije OECD.
235
PREDICTORS OF PERCEIVED BULLYING OF SLOVENE 15-YEAR-
OLDS: GENDER DIFFERENCES BETWEEN 2015 AND 2018
Already in PISA 2015, Slovenian 15-year-olds reported relatively high lev
els of experiencing different forms of bullying at school. The results from
PISA 2018 confirmed this: 21% of students reported experiencing some
kind of bullying act at least a few times a month, which means that the
percentage of these students increased between 2015 and 2018 by 4 per
centage points. Given the above, we wanted to explore the issue in more
detail. The present article has two aims: to investigate the level of bullying
experienced by students in Slovenia in 2015 and 2018, to investigate gen
der differences and the effects of a sense of belonging to school, the per
ceived socio-emotional support of parents and how reading achievements
can reduce the odds of experiencing bullying at school. The analysis was
carried out on PISA 2015 (n = 6406) and PISA 2018 (n = 6401) data, and
was based on a logistic regression method. The results show that in 2015,
about a quarter of girls and a third of boys reported experiencing bullying
at school. In 2018 the proportion of girls remained similar (3 percentage
points higher), but the proportion of boys reporting bullying at school in
creased significantly to 42 percent. For both girls and boys in both years,
a sense of belonging to a school and the perceived emotional support from
parents reduced the odds of experiencing bullying at school. A similar ef
fect of reducing the odds was noticed for reading achievement, with the
exception of boys in 2015. The results of predictors in reducing the odds
of experiencing bullying at school between 2015 and 2018 changed espe
cially for boys, in that the explanatory power of the model is much high
er. Contrary to results in 2015, reading achievement had a statistically sig
nificant effect on reducing the odds of experiencing bullying at school
and the effect of sense of belonging to school on reducing these odds was
greater still. The authors see a challenge in preventing and dealing with
violence in schools in the development of a whole-school approach pre
vention programme, which, in addition to raising awareness of the im
portance of the role of everyone in school, also include parents, the wider
community and clear rules for dealing with violence in schools.
Key words: PISA study, bullying, sense of belonging to school, socio-emo
tional support of parents, reading achievement
Paul Stubbs
VLADAVINA SVETOVNEGA RAZVRŠČANJA V IZOBRAŽEVANJU:
POLITIKA IN PRAKSA RAZISKAVE PISA
Članek je prevpraševanje Programa mednarodne primerjave dosežkov
učencev in učenk (PISA), ki se izvaja pod okriljem organizacije OECD.
235
