Bullying: Group differences of being victim and being bully and the influence of social relations

Autor(en)

Niklas Hamel, Susanne Schwab, Sebastian Wahl

Abstrakt

Bullying refers to several aspects of social interaction and communication. As a negative indicator of social inclusion, it has a high impact on students' well-being/health. Therefore, the present paper focuses on bullying of risk groups (gender, migration background, …), the influence of social relations on bullying and its context on school-well-being. 353 secondary school students (Austria) participated. Results indicated that boys were more likely to be bullies as well as victims. Regression analyses indicate that being female and positive teacher-student-relationships are significant predictors of being a bully less often and a positive peer-relationship is a predictor of being a victim less often. A negative correlation was found for both being a bully and being a victim and school-well-being. The findings highlight that social relations rather than being member of a minority group are important factors causing bullying and victimisation. Results will be discussed, taking into account methodological-analytical conditions.

Organisation(en)

Institut für Bildungswissenschaft, Institut für Lehrer*innenbildung

Externe Organisation(en)

Bergische Universität Wuppertal, North-West University

Journal

Studies in Educational Evaluation

Band

68

Anzahl der Seiten

11

ISSN

0191-491X

DOI

https://doi.org/10.1016/j.stueduc.2020.100964

Publikationsdatum

03-2021

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Education

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/3188a0ef-c2bc-49e0-b1a7-9f626d9c0e00