Page 89 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 89
š. javornik et al. ■ bullying of eighth graders in slovenian primary schools
ation between a student being bullied and the groups of variables which
have shown the most measures related to school bullying. This means con-
trolling each of the predictors for all other predictors at the same time.
It is expected that some of the predictors will lose their predicting pow-
er (i.e. their regression coefficients will become insignificant) while others
will remain statistically significant. In this way we will be able to identify
the most strongly related with the bullying variables after controlling for
all others in the model. The results are presented in the “Results” section.
Results5
This study didn’t show an association between SES and bullying, which
was not expected. We used several combinations of different forms of bul-
lying and the frequency of being abused, but the regression coefficient was
low and there was very small or none statistical significance in report.
Slovenia is one of the most egalitarian countries, when it comes to
wealth and it has a very low Gini coefficient and that can be one of the rea-
sons why we did not find associations with SES and bullying, which is of
course a good thing for Slovenia. The Gini Coefficient is defined as “the
relationship of cumulative shares of the population arranged according to
the level of equivalised disposable income, to the cumulative share of the
equivalised total disposable income received by them” (Eurostat, 2018).
In 2017, Slovenia had a Gini index of 23.7 and in comparison to other EU
countries, only Slovakia scored better with 23.2 (ibid.), so there are small
differences in Slovenia and it has one of the lowest inequality rates.
The study has shown that students’ civic knowledge and bullying
at schools are connected in a way that we can assume, students who are
abused less often tend to have higher civic knowledge. Those students who
score higher in civic knowledge proficiency test tend to be less often vic-
tims of school violence. This is an interesting result, although we cannot
fully explain it. We can only speculate that, in general, it is possible that
students with higher civic knowledge can have the social competences to
mitigate situations in which other students attempt bullying them and,
thus, avoid being bullied. The ICCS data, however, does not provide any
data on student social skills and competences, but the literature shows the
connection between social skills and bullying. People who are more so-
cially competent usually has better emotional control and they are also
better in solving interpersonal problems with avoiding more conflict and
more successful in defending themselves from aggression (Del Prette and
Del Prette, 2013, in Silva, 2018, p. 1086). It is important to improve the so-
5 Summarized from Klemenčič et al., 2019, pp. 140–143; Javornik and Klemenčič, 2019, pp.
1–2 and some parts are added.
87
ation between a student being bullied and the groups of variables which
have shown the most measures related to school bullying. This means con-
trolling each of the predictors for all other predictors at the same time.
It is expected that some of the predictors will lose their predicting pow-
er (i.e. their regression coefficients will become insignificant) while others
will remain statistically significant. In this way we will be able to identify
the most strongly related with the bullying variables after controlling for
all others in the model. The results are presented in the “Results” section.
Results5
This study didn’t show an association between SES and bullying, which
was not expected. We used several combinations of different forms of bul-
lying and the frequency of being abused, but the regression coefficient was
low and there was very small or none statistical significance in report.
Slovenia is one of the most egalitarian countries, when it comes to
wealth and it has a very low Gini coefficient and that can be one of the rea-
sons why we did not find associations with SES and bullying, which is of
course a good thing for Slovenia. The Gini Coefficient is defined as “the
relationship of cumulative shares of the population arranged according to
the level of equivalised disposable income, to the cumulative share of the
equivalised total disposable income received by them” (Eurostat, 2018).
In 2017, Slovenia had a Gini index of 23.7 and in comparison to other EU
countries, only Slovakia scored better with 23.2 (ibid.), so there are small
differences in Slovenia and it has one of the lowest inequality rates.
The study has shown that students’ civic knowledge and bullying
at schools are connected in a way that we can assume, students who are
abused less often tend to have higher civic knowledge. Those students who
score higher in civic knowledge proficiency test tend to be less often vic-
tims of school violence. This is an interesting result, although we cannot
fully explain it. We can only speculate that, in general, it is possible that
students with higher civic knowledge can have the social competences to
mitigate situations in which other students attempt bullying them and,
thus, avoid being bullied. The ICCS data, however, does not provide any
data on student social skills and competences, but the literature shows the
connection between social skills and bullying. People who are more so-
cially competent usually has better emotional control and they are also
better in solving interpersonal problems with avoiding more conflict and
more successful in defending themselves from aggression (Del Prette and
Del Prette, 2013, in Silva, 2018, p. 1086). It is important to improve the so-
5 Summarized from Klemenčič et al., 2019, pp. 140–143; Javornik and Klemenčič, 2019, pp.
1–2 and some parts are added.
87
