Page 95 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 95
javornik et al. ■ bullying of eighth graders in slovenian primary schools
STTRUST – student trust in civic institutions
STSOCMED – student engagement with social media
STSCHINT – student perception of student interaction at school
STTCHREL – student perception of student-teacher relations
STTCHHUM – students and teachers taking part in human rights pro-
jects
STTCHVIS – students and teachers visiting political institutions
TCHPART – teacher perception on teacher participation at school
TCHPREP – teacher perception on their preparedness to teach civic
and citizenship topics
PRSTPART – principal perception of student opportunities to partici-
pate in community activities
PRSTBEL – principal perception on students’ sense of belonging at
school
e – the model error
The results from the multiple linear regression model are presented
in the next table. As the results show, the regression coefficients of six var-
iables remain statistically significant even after controlling for each one of
the remaining variables. These are the expected student participation in
illegal protest activities, the student participation in the wider commu-
nity, student participation at school, student trust in civic institutions,
student interaction at school, and the principal perceptions on student
opportunity to participate in community activities. All of these variables
are related to student participation (current or future). This is an impor-
tant finding. Perhaps increasing student participation or preparing them
for the future participation could help alleviate the frequency of bullying.
Table 5. Results from the multiple linear regression model of bullying,
ICCS 2016.
Variable Standardized Sig.
regression coefficient -
Student interest in social and political issues (composite scale,
student questionnaire) (SE)
Student discussion on political and social issues outside the -0.01 (0.02)
school (composite scale, student questionnaire)
Student expected participation in illegal protest activities 0.04 (0.03) -
(composite scale, student questionnaire)
Student expected participation in legal activities (composite 0.07 (0.03) *
scale, student questionnaire)
Student expected active political participation (composite 0.03 (0.02) -
scale, student questionnaire)
0.01 (0.02) -
93
STTRUST – student trust in civic institutions
STSOCMED – student engagement with social media
STSCHINT – student perception of student interaction at school
STTCHREL – student perception of student-teacher relations
STTCHHUM – students and teachers taking part in human rights pro-
jects
STTCHVIS – students and teachers visiting political institutions
TCHPART – teacher perception on teacher participation at school
TCHPREP – teacher perception on their preparedness to teach civic
and citizenship topics
PRSTPART – principal perception of student opportunities to partici-
pate in community activities
PRSTBEL – principal perception on students’ sense of belonging at
school
e – the model error
The results from the multiple linear regression model are presented
in the next table. As the results show, the regression coefficients of six var-
iables remain statistically significant even after controlling for each one of
the remaining variables. These are the expected student participation in
illegal protest activities, the student participation in the wider commu-
nity, student participation at school, student trust in civic institutions,
student interaction at school, and the principal perceptions on student
opportunity to participate in community activities. All of these variables
are related to student participation (current or future). This is an impor-
tant finding. Perhaps increasing student participation or preparing them
for the future participation could help alleviate the frequency of bullying.
Table 5. Results from the multiple linear regression model of bullying,
ICCS 2016.
Variable Standardized Sig.
regression coefficient -
Student interest in social and political issues (composite scale,
student questionnaire) (SE)
Student discussion on political and social issues outside the -0.01 (0.02)
school (composite scale, student questionnaire)
Student expected participation in illegal protest activities 0.04 (0.03) -
(composite scale, student questionnaire)
Student expected participation in legal activities (composite 0.07 (0.03) *
scale, student questionnaire)
Student expected active political participation (composite 0.03 (0.02) -
scale, student questionnaire)
0.01 (0.02) -
93
