Page 85 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 85
š. javornik et al. ■ bullying of eighth graders in slovenian primary schools
Lower values mean a lower frequency of being bullied and higher values
mean a higher frequency of being bullied.
The model used the thresholds between categories. The parameter
estimation used the student data from all countries participating in ICCS
2016 where each country was equally weighted, so that all countries pro-
vided the same number of students to ensure an equal contribution to the
item parameter estimates. The item parameters were then used to com-
pute the individual student scores on the scale using Weighted Likelihood
Estimation (WLE). The obtained scores were in logit metric and the fi-
nal scores were obtained by linearly transforming the original metric to
one with a center point of 50 and standard deviation of 10. The reliabil-
ity of the scale (Cronbach alpha) for Slovenia is 0.76 (Schulz and Fried-
man, 2018).
The results of the study can help in the understanding of what are
the different forms of bullying (verbal vs. physical) in grade eight. The val-
ues on the bullying scale represent the frequency on the experience with
different kinds of bullying. The students are sampled as intact classes and
the teachers are sampled randomly within the school. The reason for this
is that in most countries participating in ICCS, no civic curriculum ex-
ists or it is spread across the social science subjects. This means that there
is no particular teacher teaching the sampled class of students in civic and
citizenship education. The relationship between the students being bul-
lied scale and teacher characteristics and attitudes have to be tested. ICCS
teacher data was aggregated on the school level. The categorical teacher
variables were aggregated by taking the most frequent response catego-
ry per variable of interest and assigning it to all the teachers in the school.
The resulting variables are then treated as school-level variables.
Method
In this paper we focus on the following research questions (RQ):
– How the socio-economic status (SES) of students differ based on
how often they are bullied?
– How is SES associated with different forms of bullying?
– How is peer violence connected to different contextual factors that
can be found in contextual questionnaires?
There are different ways to measure SES, in ICCS it is measured with
three variables; the educational level of parents, with their occupation and
the third is the number of books that students have at home (Schulz et al.,
2018). ICCS 2016 showed an association between a parent’s occupation
and a student’s civic knowledge. The results showed that a student’s civ-
83
Lower values mean a lower frequency of being bullied and higher values
mean a higher frequency of being bullied.
The model used the thresholds between categories. The parameter
estimation used the student data from all countries participating in ICCS
2016 where each country was equally weighted, so that all countries pro-
vided the same number of students to ensure an equal contribution to the
item parameter estimates. The item parameters were then used to com-
pute the individual student scores on the scale using Weighted Likelihood
Estimation (WLE). The obtained scores were in logit metric and the fi-
nal scores were obtained by linearly transforming the original metric to
one with a center point of 50 and standard deviation of 10. The reliabil-
ity of the scale (Cronbach alpha) for Slovenia is 0.76 (Schulz and Fried-
man, 2018).
The results of the study can help in the understanding of what are
the different forms of bullying (verbal vs. physical) in grade eight. The val-
ues on the bullying scale represent the frequency on the experience with
different kinds of bullying. The students are sampled as intact classes and
the teachers are sampled randomly within the school. The reason for this
is that in most countries participating in ICCS, no civic curriculum ex-
ists or it is spread across the social science subjects. This means that there
is no particular teacher teaching the sampled class of students in civic and
citizenship education. The relationship between the students being bul-
lied scale and teacher characteristics and attitudes have to be tested. ICCS
teacher data was aggregated on the school level. The categorical teacher
variables were aggregated by taking the most frequent response catego-
ry per variable of interest and assigning it to all the teachers in the school.
The resulting variables are then treated as school-level variables.
Method
In this paper we focus on the following research questions (RQ):
– How the socio-economic status (SES) of students differ based on
how often they are bullied?
– How is SES associated with different forms of bullying?
– How is peer violence connected to different contextual factors that
can be found in contextual questionnaires?
There are different ways to measure SES, in ICCS it is measured with
three variables; the educational level of parents, with their occupation and
the third is the number of books that students have at home (Schulz et al.,
2018). ICCS 2016 showed an association between a parent’s occupation
and a student’s civic knowledge. The results showed that a student’s civ-
83
