Page 83 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 83
š. javornik et al. ■ bullying of eighth graders in slovenian primary schools
vidual, which is a part of covert bullying. Text messaging, posting photos
of someone on the internet are known as cyberbullying. Overall, the most
frequent form of bullying is verbal bullying and the least common form of
violence is physical violence (Marsh et al., 2011; Polak et al., 2011; Wang,
Iannotti and Nansel, 2009, in Pečjak and Pirc, 2017, p. 75). Cyberbullying
is increasing as well (Kowalski et al., 2012; Smith et al., 2008; Wang et al.,
2009, in Pečjak and Pirc, 2017, p. 75).
Davis et al. (in Berčnik and Tašner, 2018, p.75) argue that there are
different factors that can influence bullying at school, they called them
“risk factors” and divided them into three groups, which can be fami-
ly-based (lack of supervision, lack of clearly established boundaries, social
circumstances), school-based (level of tolerance, random staff), depend-
ence on the local community (the degree of crime, dangerous neighbor-
hoods, social imbalance) or they can be of a wider social nature (violence
in the media). Tippett and Wolke (2014) conducted a systematic litera-
ture review about bullying in connection with socioeconomic status and
they found 28 studies that reported the association of socioeconomic sta-
tus and school bullying.2 For example, Due et al. (2009) conducted a study
that has shown that students with lower socioeconomic status are more
frequently bullied than adolescents from families with higher socioeco-
nomic status.
“The school as an institution has a major role in limiting peer bul-
lying” (Pečjak and Pirc, 2017, p. 74). Students spend a lot of time in class
and school is a wider factor that can influence students’ behaviour and
bullying as well (Farrell et al., 2017, p. 3). Teachers have an important role
in class, they can create a class climate that can also affect bullying behav-
iours and furthermore they can model anti-bullying attitudes which can
lead to a decrease of school bullying. (Volk et al., 2016, in Farrell et al.,
2017, p. 3).
The school climate and quality of relationships in school can influ-
ence students’ achievements (Bear et al., 2014, p. 340). In addition, stu-
dent participation at the school level, the interpersonal climate at school
or in the classroom, and the quality of student-teacher relationships and
relationships among students themselves are important factors as well
(Klemenčič, Mirazchiyski and Novak, 2018, p. 85).3
2 Summarized from Javornik and Klemenčič, 2019, p. 2
3 Summarized from Javornik and Klemenčič, 2019, p. 1
81
vidual, which is a part of covert bullying. Text messaging, posting photos
of someone on the internet are known as cyberbullying. Overall, the most
frequent form of bullying is verbal bullying and the least common form of
violence is physical violence (Marsh et al., 2011; Polak et al., 2011; Wang,
Iannotti and Nansel, 2009, in Pečjak and Pirc, 2017, p. 75). Cyberbullying
is increasing as well (Kowalski et al., 2012; Smith et al., 2008; Wang et al.,
2009, in Pečjak and Pirc, 2017, p. 75).
Davis et al. (in Berčnik and Tašner, 2018, p.75) argue that there are
different factors that can influence bullying at school, they called them
“risk factors” and divided them into three groups, which can be fami-
ly-based (lack of supervision, lack of clearly established boundaries, social
circumstances), school-based (level of tolerance, random staff), depend-
ence on the local community (the degree of crime, dangerous neighbor-
hoods, social imbalance) or they can be of a wider social nature (violence
in the media). Tippett and Wolke (2014) conducted a systematic litera-
ture review about bullying in connection with socioeconomic status and
they found 28 studies that reported the association of socioeconomic sta-
tus and school bullying.2 For example, Due et al. (2009) conducted a study
that has shown that students with lower socioeconomic status are more
frequently bullied than adolescents from families with higher socioeco-
nomic status.
“The school as an institution has a major role in limiting peer bul-
lying” (Pečjak and Pirc, 2017, p. 74). Students spend a lot of time in class
and school is a wider factor that can influence students’ behaviour and
bullying as well (Farrell et al., 2017, p. 3). Teachers have an important role
in class, they can create a class climate that can also affect bullying behav-
iours and furthermore they can model anti-bullying attitudes which can
lead to a decrease of school bullying. (Volk et al., 2016, in Farrell et al.,
2017, p. 3).
The school climate and quality of relationships in school can influ-
ence students’ achievements (Bear et al., 2014, p. 340). In addition, stu-
dent participation at the school level, the interpersonal climate at school
or in the classroom, and the quality of student-teacher relationships and
relationships among students themselves are important factors as well
(Klemenčič, Mirazchiyski and Novak, 2018, p. 85).3
2 Summarized from Javornik and Klemenčič, 2019, p. 2
3 Summarized from Javornik and Klemenčič, 2019, p. 1
81
