Page 96 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 96
lsko polje, letnik xxx, številka 5–6
Variable Standardized Sig.
regression coefficient
Student participation in the wider community (composite *
scale, student questionnaire) (SE) *
Student participation at school (composite scale, student 0.08 (0.02) -
questionnaire) 0.06 (0.02) -
Student perception on the importance of personal responsibili- 0.01 (0.02) -
ty for citizenship (composite scale, student questionnaire) 0.03 (0.03) -
Student perception of the value of participation at school -0.04 (0.03) *
(composite scale, student questionnaire) -0.03 (0.03) -
Student endorsement of gender equality (composite scale, stu- -0.07 (0.02) *
dent questionnaire) 0.03 (0.03) -
Student positive attitude towards Slovenia (composite scale, -0.22 (0.03) -
student questionnaire) -0.04 (0.03) -
Student trust in civic institutions (composite scale, student -0.04 (0.03) -
questionnaire) -0.03 (0.02) -
Student engagement with social media (composite scale, stu- -0.03 (0.02)
dent questionnaire) 0.03 (0.02) *
Student perception of student interaction at school (composite
scale, student questionnaire) 0.05 (0.02) -
Student perception of student-teacher relations (composite
scale, student questionnaire) 0.00 (0.02)
Students and teachers taking part in human rights projects
(teacher questionnaire)
Students and teachers visiting political institutions (teacher
questionnaire)
Teacher perception on teacher participation at school (com-
posite scale, teacher questionnaire)
Teacher perception on their preparedness to teach civic and
citizenship topics (composite scale, teacher questionnaire)
Principal perception of student opportunities to partici-
pate in community activities (composite scale, principal
questionnaire)
Principal perception on students’ sense of belonging at school
(composite scale, principal questionnaire)
* Statistically significant (p<0.05)
The model explains 12% of the variance in the frequency of the stu-
dent being bullied.
Conclusion
The research has shown associations between SES and bullying. Howev-
er, our study did not find any statistical significant relationship between
these variables. One of the possible explanations could be that Slovenia,
according to the Gini Index or Gini Coefficient, seems to be a very egal-
94
Variable Standardized Sig.
regression coefficient
Student participation in the wider community (composite *
scale, student questionnaire) (SE) *
Student participation at school (composite scale, student 0.08 (0.02) -
questionnaire) 0.06 (0.02) -
Student perception on the importance of personal responsibili- 0.01 (0.02) -
ty for citizenship (composite scale, student questionnaire) 0.03 (0.03) -
Student perception of the value of participation at school -0.04 (0.03) *
(composite scale, student questionnaire) -0.03 (0.03) -
Student endorsement of gender equality (composite scale, stu- -0.07 (0.02) *
dent questionnaire) 0.03 (0.03) -
Student positive attitude towards Slovenia (composite scale, -0.22 (0.03) -
student questionnaire) -0.04 (0.03) -
Student trust in civic institutions (composite scale, student -0.04 (0.03) -
questionnaire) -0.03 (0.02) -
Student engagement with social media (composite scale, stu- -0.03 (0.02)
dent questionnaire) 0.03 (0.02) *
Student perception of student interaction at school (composite
scale, student questionnaire) 0.05 (0.02) -
Student perception of student-teacher relations (composite
scale, student questionnaire) 0.00 (0.02)
Students and teachers taking part in human rights projects
(teacher questionnaire)
Students and teachers visiting political institutions (teacher
questionnaire)
Teacher perception on teacher participation at school (com-
posite scale, teacher questionnaire)
Teacher perception on their preparedness to teach civic and
citizenship topics (composite scale, teacher questionnaire)
Principal perception of student opportunities to partici-
pate in community activities (composite scale, principal
questionnaire)
Principal perception on students’ sense of belonging at school
(composite scale, principal questionnaire)
* Statistically significant (p<0.05)
The model explains 12% of the variance in the frequency of the stu-
dent being bullied.
Conclusion
The research has shown associations between SES and bullying. Howev-
er, our study did not find any statistical significant relationship between
these variables. One of the possible explanations could be that Slovenia,
according to the Gini Index or Gini Coefficient, seems to be a very egal-
94
