Page 81 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 81
Bullying of eighth graders in Slovenian primary
schools (Secondary analysis of ICCS 2016)
Špela Javornik, Plamen Mirazchiyski and Nada Trunk Širca
Bullying has been a matter of concern for a long time, one of the first
authors writing about that issue was Olweus (1997, p. 496), who ex-
posed three main criteria for bullying. The first criteria characteriz-
ing bullying is “aggressive behavior or intentional harm doing”, secondly,
bullying is “repeatedly and over time” and third, “in an interpersonal re-
lationship characterized by an imbalance of power”. Authors in literature
argue, that students who were bullied and also bully, »reported low aca-
demic achievement, loneliness, and psychosocial maladjustment« (Nan-
sel et al. 2001; in Dorio et al., 2019).
Some studies found bullying others to be associated with low SES, in-
cluding economic disadvantage, poverty, and low parental education.
Additionally, where composite measures have been used, children from
low socioeconomic backgrounds have been found to bully others slight-
ly more often. (Tippett and Wolke, 2014, p. 48).
Bullying affects the climate in classroom and school and it has an impact
on relationships among students, the relationship between bullying and
the school climate is actually reciprocal (Brandyopathyay et al., 2009;
Golstein et al., 2008, in Pečjak and Pirc, 2017, p. 76).
The main goal of this study is to research bullying in the eighth grade
in Slovenian schools, how often they are bullied, the relationship with
SES and background and contextual factors. The study will test if Slo-
venian eighth-graders with lower socio-economic status (SES) tend to be
more frequently exposed to peer violence than the ones with higher SES
and how is peer violence connected to different contextual factors that
79
schools (Secondary analysis of ICCS 2016)
Špela Javornik, Plamen Mirazchiyski and Nada Trunk Širca
Bullying has been a matter of concern for a long time, one of the first
authors writing about that issue was Olweus (1997, p. 496), who ex-
posed three main criteria for bullying. The first criteria characteriz-
ing bullying is “aggressive behavior or intentional harm doing”, secondly,
bullying is “repeatedly and over time” and third, “in an interpersonal re-
lationship characterized by an imbalance of power”. Authors in literature
argue, that students who were bullied and also bully, »reported low aca-
demic achievement, loneliness, and psychosocial maladjustment« (Nan-
sel et al. 2001; in Dorio et al., 2019).
Some studies found bullying others to be associated with low SES, in-
cluding economic disadvantage, poverty, and low parental education.
Additionally, where composite measures have been used, children from
low socioeconomic backgrounds have been found to bully others slight-
ly more often. (Tippett and Wolke, 2014, p. 48).
Bullying affects the climate in classroom and school and it has an impact
on relationships among students, the relationship between bullying and
the school climate is actually reciprocal (Brandyopathyay et al., 2009;
Golstein et al., 2008, in Pečjak and Pirc, 2017, p. 76).
The main goal of this study is to research bullying in the eighth grade
in Slovenian schools, how often they are bullied, the relationship with
SES and background and contextual factors. The study will test if Slo-
venian eighth-graders with lower socio-economic status (SES) tend to be
more frequently exposed to peer violence than the ones with higher SES
and how is peer violence connected to different contextual factors that
79
