Page 91 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 91
š. javornik et al. ■ bullying of eighth graders in slovenian primary schools
† Met guidelines for sampling paticipation rates only after replacement schools were
included.
1 National Defined Population covers 90% to 95% of National Target Population
2 Country surveyed target grade in the first half of the school year.
Source: Schulz et al., 2016, p. 157.
Table 3. The forms of bullying to which students were exposed to
during the last three months in Slovenia.
Not at all Once 2 to 4 times 5 times or more
A student called 42.26 (1.28) 24.14 (0.84) 17.00 (0.91) 16.61 (0.82)
you by an offen- 40.60 (0.97) 28.25 (0.76) 18.29 (0.81) 12.85 (0.78)
sive nickname. 80.11 (0.86) 11.73 (0.62) 5.30 (0.45) 2.86 (0.31)
A student said 83.18 (0.85) 10.86 (0.69) 3.20 (0.41) 2.75 (0.31)
things about you 72.85 (0.90) 19.22 (0.82) 5.33 (0.43) 2.60 (0.30)
to make others
laugh. 88.95 (0.79) 7.64 (0.63) 1.95 (0.26) 1.46 (0.25)
A student threat-
ened to hurt you.
You were physi-
cally attacked by
another student.
A student broke
something be-
longing to you on
purpose.
A student posted
offensive pictures
or text about you
on the internet.
Source: Klemenčič, Mirazchiyski and Novak, 2018, p. 92.
cial skills of students who are being victims, and »to promote greater so-
cial and emotional skills, which can reduce the vulnerability to bullying
by facilitating friendships, conflict resolution, emotional self-control and
adaptive coping strategies” (Silva et al., 2016; Terroso et al., 2017, in Silva,
2018, p. 1086).
The table above presents the students’ answers to the statements re-
lated to school bullying from the student questionnaire (the standard er-
rors are in parentheses). In comparison to other participating educational
systems, Slovenia is significantly above average in three of the six differ-
ent forms of bullying (“A student called you by an offensive nickname”,
“A student said things about you to make others laugh”, “A student broke
89
† Met guidelines for sampling paticipation rates only after replacement schools were
included.
1 National Defined Population covers 90% to 95% of National Target Population
2 Country surveyed target grade in the first half of the school year.
Source: Schulz et al., 2016, p. 157.
Table 3. The forms of bullying to which students were exposed to
during the last three months in Slovenia.
Not at all Once 2 to 4 times 5 times or more
A student called 42.26 (1.28) 24.14 (0.84) 17.00 (0.91) 16.61 (0.82)
you by an offen- 40.60 (0.97) 28.25 (0.76) 18.29 (0.81) 12.85 (0.78)
sive nickname. 80.11 (0.86) 11.73 (0.62) 5.30 (0.45) 2.86 (0.31)
A student said 83.18 (0.85) 10.86 (0.69) 3.20 (0.41) 2.75 (0.31)
things about you 72.85 (0.90) 19.22 (0.82) 5.33 (0.43) 2.60 (0.30)
to make others
laugh. 88.95 (0.79) 7.64 (0.63) 1.95 (0.26) 1.46 (0.25)
A student threat-
ened to hurt you.
You were physi-
cally attacked by
another student.
A student broke
something be-
longing to you on
purpose.
A student posted
offensive pictures
or text about you
on the internet.
Source: Klemenčič, Mirazchiyski and Novak, 2018, p. 92.
cial skills of students who are being victims, and »to promote greater so-
cial and emotional skills, which can reduce the vulnerability to bullying
by facilitating friendships, conflict resolution, emotional self-control and
adaptive coping strategies” (Silva et al., 2016; Terroso et al., 2017, in Silva,
2018, p. 1086).
The table above presents the students’ answers to the statements re-
lated to school bullying from the student questionnaire (the standard er-
rors are in parentheses). In comparison to other participating educational
systems, Slovenia is significantly above average in three of the six differ-
ent forms of bullying (“A student called you by an offensive nickname”,
“A student said things about you to make others laugh”, “A student broke
89
