با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دانشگاه تبریز

2 دانشیار روان شناسی دانشگاه تبریز

چکیده

هدف پژوهش حاضر مقایسه رفتار قلدری، پیوند با مدرسه و شایستگی اجتماعی در دانش‌آموزان قلدر و طرفداران قلدری بوده است آزمودنی‌ها 80 دانش‌آموز پسر پایه پنجم ابتدائی بودند که با استفاده از روش‌ نمونه‌گیری هدفمند، نمونه‌گیری تصادفی خوشه‌ای و روش غربال‌گری انتخاب شدند. ابزار اندازه‌گیری پژوهش، مقیاس قلدری ایلی‌نویز، فرم نام‌گذاری همسالان، فرم نام‌گذاری معلم، مقیاس نقش مشارکت‌کنندگان، مقیاس پیوند با مدرسه و مقیاس خودگزارشی شایستگی اجتماعی بوده است. نتایج تحلیل واریانس چندمتغیری نشان داد که در خرده مقیاس‌های رفتار قلدری (قلدری و زد و خورد) تفاوت معناداری بین دانش‌آموزان قلدر و طرفدار قلدر وجود ندارد. همچنین، در خرده مقیاس‌‌های دلبستگی به معلم و مدرسه و مشارکت تحصیلی متغیر پیوند با مدرسه، بین دانش‌آموزان قلدر و طرفدار قلدر نیز تفاوت معناداری وجود ندارد. میانگین نمرات دانش‌آموزان طرفدار قلدر در خرده مقیاس‌ رفتار جامعه‌پسند متغیر شایستگی اجتماعی به طور معناداری از دانش‌آموزان قلدر بالاتر بود. به علاوه، میانگین نمرات رفتار تکانشگرانه دانش‌آموزان طرفدار قلدر به طور معناداری پایین‌تر از دانش‌آموزان قلدر بود. نتایج حاصل بیانگر آن است که ادراک منفی از شایستگی اجتماعی در ظهور و بروز رفتار قلدری در مدرسه نقش دارد. محدودیت‌ها و کاربردهای پژوهش نیز بحث شده است.

کلیدواژه‌ها

عنوان مقاله [English]

A Comparison Study of Bullying Behavior, School Bonding and Social Compe-tence in Bully and Pro-Bully Students

نویسندگان [English]

  • mina mohebbi 1
  • Mirmahmoud Mirnasab 1
  • eskandar fathiazar 1
  • Toraj Hashemi 2

1 University of Tabriz

2 Associate Professor of Psychology, University of Tabriz

چکیده [English]

The present study aimed to compare bullying behavior, school bonding and social competence in the bully and pro-bully students. The subjects were 80 elementary school boys selected by purposeful sampling, cluster random sampling and screening methods. Measurement instruments include the Illinois Bullying Scale, Peer Nomination Form, Teacher Nomination Form, Participant Role Scale, School Bonding Scale and Self-report Scale for Social Competence. The results of a Multivariate Analysis of Variance (MANOVA) revealed that mean scores of bully and pro-bully students for the sub-scales of bullying behavior (bullying and fighting) were not significant. Also, no significant difference was found between the bully and pro-bully students for the  sub-scales of school and teacher attachment, and school involvement of school bonding. Mean score of pro-bully students for the sub-scale of prosocial behavior of social competence was significantly higher than bully students. In addition, mean scores of the pro-bully students was significantly lower than bullies for the sub-scale of disruptive behavior of social competence. The findings indicate the importance and the role of negative perceptions of social competence have on the incidence of bullying at school. Limitations and implications are discussed.

کلیدواژه‌ها [English]

  • School Bonding
  • Bullying Behavior
  • Social Compe-tence
  • Pro-Bully
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