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Llego J, Samson MJ, Gabriel E, Corpus J, Bustillo KG, Villar J. Nursing faculty members' response to bullying in the eyes of their students: A pilot study in Pangasinan. NURSE EDUCATION TODAY 2024; 138:106195. [PMID: 38581841 DOI: 10.1016/j.nedt.2024.106195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2023] [Revised: 03/14/2024] [Accepted: 04/02/2024] [Indexed: 04/08/2024]
Abstract
BACKGROUND Bullying is a pervasive issue that can occur in any setting, including among nursing students and within the nursing profession. Faculty members have a vital role in resolving bullying. OBJECTIVES To examine the nursing faculty members' responses to incidents of bullying within two nursing institutions in Pangasinan. DESIGN Descriptive- comparative design. SETTINGS Two Colleges of Nursing in a city in Pangasinan, Philippines. PARTICIPANTS Nursing students from first to fourth year BS Nursing students. METHODS An online survey was the main tool in this study, Lynch formula was utilized to calculate the sample size. There are 458 nursing students who participated in this study. Frequency, percentage, mean, standard deviation, one-way ANOVA, and t-test were used to analyze the data. RESULTS It was revealed that faculty members sometimes address bullying by group discussion (M = 3.26, SD = 1.27), and they almost never utilized non-intervention in bullying (M = 2.33, SD = 0.85). There is a variation in terms of group discussion with a one-way ANOVA score of F (2, 455) = 3.22, p = 0.04, when faculty members are grouped according to their degrees. Regarding the difference between the faculty members' responses to bullying when grouped according to gender, there is a significant difference between male and female for mediation (t(457) = 2.10, p = 0.04), group discussion (t(457) = 2.79, p = 0.01), victim support (t(457) = 2.54, p = 0.01), and disciplinary methods (t(457) = 2.66, p = 0.01). CONCLUSION The study emphasizes the complex nature of tackling bullying among nursing students. It highlights the efficacy of several solutions used by faculty members, such as group discussions, mediation, victim assistance, and disciplinary measures. The findings indicate that a comprehensive understanding of the dynamics involved in addressing bullying is necessary. This understanding highlights the significance of a cooperative and compassionate strategy that includes all individuals involved in the educational setting. It is clear that a standardized approach may not be enough, and customized techniques that take into account the particular circumstances and requirements of the persons involved are essential.
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Affiliation(s)
- Jordan Llego
- College of Nursing, University of Luzon, Dagupan City, Philippines; Medical-Surgical Nursing Department, College of Nursing, University of Ha'il, Ha'il, Saudi Arabia.
| | - May Jacklyn Samson
- School of Health Sciences, Universidad de Dagupan, Dagupan City, Philippines.
| | - Ellen Gabriel
- College of Nursing, University of Luzon, Dagupan City, Philippines.
| | - Jennie Corpus
- College of Nursing, University of Luzon, Dagupan City, Philippines.
| | | | - Johanna Villar
- College of Nursing, University of Luzon, Dagupan City, Philippines.
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Ye JH, Yang X, Nong W, Wang M, Lee YS. Antecedents and outcomes of cyberbullying among Chinese university students: verification of a behavioral pathway model. Front Public Health 2024; 12:1359828. [PMID: 38628849 PMCID: PMC11019017 DOI: 10.3389/fpubh.2024.1359828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 03/06/2024] [Indexed: 04/19/2024] Open
Abstract
Introduction Cyberbullying is a commonly-seen and hotly-debated social topic around the globe. This negative behavior is the source of many disastrous events, and so leading government bodies, organizations, schools and social communities attach great importance to addressing this topic. However, there is still much work to do in order to be clear about the causes of cyberbullying. Methods The previous research cases were mostly viewed from the victims' perspectives; however, there is no comprehensive understanding of the perpetrators' viewpoints. Therefore, based on Social Cognitive Theory (SCT) and analysis of discussion in the literature, the following six variables were chosen as the focus of this study: overconfidence, excessive moral sense, cyberbullying, perceived value, happiness, and continued cyberbullying intention. This study established a research model of continued cyberbullying intention, which was verified by Structural Equation Modeling. In order to achieve the aims of the study, Chinese university students with an average age of 20.29 (SD = 1.43) were recruited as participants, from whom 1,048 valid questionnaires were collected. Results The research results are as follows: 1. Overconfidence and excessive moral sense positively predicted cyberbullying behaviors; 2. Overconfidence positively predicted excessive moral sense; 3. Cyberbullying positively predicted perceived value and sense of happiness; and 4. Perceived value and sense of happiness positively predicted continued cyberbullying intentions. Conclusion Students' biased self-perception significantly predicts their cyberbullying behaviors and continued cyberbullying intention. What is more, it is interesting to learn that perpetrators will continue to exhibit cyberbullying behaviors when they believe that what they do (cyberbullying) is valuable or allows them to experience positive feelings; this requires our attention.
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Affiliation(s)
- Jian-Hong Ye
- Faculty of Education, Beijing Normal University, Beijing, China
- National Institute of Vocational Education, Beijing Normal University, Beijing, China
| | - Xiantong Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Weiguaju Nong
- School of Education, Guangxi University of Foreign Languages, Nanning, China
| | - Mengqin Wang
- Department of Lifelong Learning, Simon Fraser University, Vancouver, BC, Canada
| | - Yi-Sang Lee
- Department of Industrial Education, National Taiwan Normal University, Taipei City, Taiwan
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Audrin C, Blaya C. Personal and social protective factors of cyberhate: A general strain theory approach. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2024; 59:331-339. [PMID: 38010216 DOI: 10.1002/ijop.13090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Accepted: 11/04/2023] [Indexed: 11/29/2023]
Abstract
Adolescents of today grow up in a connected world. While online communication offers great opportunities, it can also have negative impact on adolescents' life. In this work, we are interested in the use of online communication tools to share and create cyberhate content. Anchored in the general strain theory, we studied how social support (i.e., parental, peers and teacher support) may be related to cyberhate perpetration. We further tested how personal characteristics such as empathy, self-esteem and anxiety could predict the propensity to be involved as cyberhate perpetrators. We collected self-reported questionnaires of 1019 French young people (13.04 years; ranging from 9 to 17) and measured their perceived (a) parental, (b) peers and (c) teachers' support as well as their (d) empathy/benevolence, (e) self-esteem and (f) anxiety. We also measured cyberhate perpetration and the association between perpetration, social support and personal characteristics. Our results highlight that parental and teacher support represent protective factors for cyberhate perpetration. Our results further suggest that self-esteem is negatively linked to the propensity to cyberhate perpetration.
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Affiliation(s)
- Catherine Audrin
- Media, Digital use and Informatics Didactics Teaching and Research Unit, University of Teacher Education, Vaud, Switzerland
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Finet C, Vandebosch H, Lubon A, Colpin H. Supporting teachers to actively respond to bullying and to build positive relationships with their students: effects of the T-SUPPORT training. Front Psychol 2023; 14:1236262. [PMID: 37901067 PMCID: PMC10603241 DOI: 10.3389/fpsyg.2023.1236262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 09/28/2023] [Indexed: 10/31/2023] Open
Abstract
Despite the central role that teachers can have in preventing and reducing bullying, they often feel insecure about how to deal with bullying. This study evaluated a short teacher training - called the Teachers SUPporting POsitive RelaTionships (T-SUPPORT) training - that aims to reduce bullying by supporting teachers in building positive teacher-student relationships and in actively dealing with bullying. The aim of the current study was to investigate whether the T-SUPPORT training resulted in higher quality teacher-student relationships, and more active and less passive responses to bullying incidents, and whether these improvements in turn resulted in lower levels of bullying victimization. In a Randomized Controlled Trial 10 Belgian primary schools were randomly assigned to an intervention or control condition. The Grades 4-6 teachers of the five schools in the intervention condition received the three-session school-based training; control teachers received no intervention. Grade 4-6 students (N = 964; 55 classrooms) in these schools completed questionnaires at pre- and post-test. In contrast to the hypotheses, results of the two-level linear mixed model analyses revealed no significant effect of the training on teacher-student relationship quality, teachers' responses to bullying and bullying victimization. Yet, higher quality teacher-student relationships and more active teacher responses to bullying were significantly associated with less bullying victimization, whereas more passive responses were linked with more victimization. The latter findings are in line with theorizing and research on the role that teachers can play in reducing bullying.
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Affiliation(s)
- Chloë Finet
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Department of Communication Studies, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium
| | - Heidi Vandebosch
- Department of Communication Studies, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium
| | - Anouck Lubon
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Hilde Colpin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
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van Gils FE, Verschueren K, Demol K, Ten Bokkel IM, Colpin H. Teachers' bullying-related cognitions as predictors of their responses to bullying among students. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:513-530. [PMID: 36645030 DOI: 10.1111/bjep.12574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Revised: 11/24/2022] [Accepted: 12/12/2022] [Indexed: 01/17/2023]
Abstract
BACKGROUND Teachers may play a key role in reducing bullying by responding to incidents among students. Inspired by the theory of planned behaviour, several studies have investigated teachers' bullying-related cognitions as predictors of their responses to bullying. AIMS This study investigated whether six teachers' bullying-related cognitions (i.e., perceived seriousness, empathy, attitudes, self-efficacy and attribution of the bullying) predicted five student-perceived teachers' responses (i.e., Non-Intervention, Disciplinary Methods, Victim Support, Mediation and Group Discussion) over time. By examining this objective, more insight into student perceptions of teachers' responses to bullying could also be provided. SAMPLE In total, 999 upper elementary school students (M age = 10.61 at Wave 1, SD age = .90; 53.6% girls) and their 59 teachers (M age = 39.61 at W1, SD age = 11.60; 79.7% female) participated. METHODS A bullying questionnaire was administered in three waves to assess students' perceptions of the teachers' responses. Teachers reported bullying-related cognitions in the first wave. Multilevel analyses were used to investigate the relative contribution of the predictors on the teachers' responses over time. RESULTS None of the teachers' bullying-related cognitions significantly predicted the teachers' specific responses. CONCLUSIONS The findings suggest that teachers' bullying-related cognitions are not reflected in their responses to bullying as perceived by students. Moreover, the findings indicate that students' perceptions of teachers' responses vary widely within classrooms and over time. Student- and teacher-reported teachers' responses might differ, and these possible differences should be taken into account.
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Affiliation(s)
- Fleur Elisabeth van Gils
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karlien Demol
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Isabel Maria Ten Bokkel
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Inspectorate of Education, Ministry of Education, Culture and Science, Utrecht, The Netherlands
| | - Hilde Colpin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
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Pyżalski J, Plichta P, Szuster A, Barlińska J. Cyberbullying Characteristics and Prevention-What Can We Learn from Narratives Provided by Adolescents and Their Teachers? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191811589. [PMID: 36141856 PMCID: PMC9517049 DOI: 10.3390/ijerph191811589] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 08/30/2022] [Accepted: 09/07/2022] [Indexed: 05/13/2023]
Abstract
The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students' and teachers' perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13-16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens' testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.
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Affiliation(s)
- Jacek Pyżalski
- Faculty of Educational Studies, Adam Mickiewicz University of Poznań, 60-568 Poznań, Poland
| | - Piotr Plichta
- Institute of Pedagogy, Faculty of Historical and Pedagogical Sciences, University of Wrocław, 50-139 Wrocław, Poland
- Correspondence:
| | - Anna Szuster
- Faculty of Psychology, University of Warsaw, 00-183 Warsaw, Poland
| | - Julia Barlińska
- Faculty of Psychology, University of Warsaw, 00-183 Warsaw, Poland
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The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers. SUSTAINABILITY 2022. [DOI: 10.3390/su14095575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Cyberbullying behaviours begin at primary school, so the actions taken by pre-teachers will play a key role in achieving the goals in the 2030 Agenda for Sustainable Development. More specifically, active coping strategies are essential in reducing victimisation. The aim of this study was to identify the coping strategies considered effective by pre-service teachers and to analyse the perceived appropriateness of active and passive strategies in relation to personal variables. The participants were 1122 students on the Bachelor’s Degree in Education at the University of Castile-La Mancha in Spain. The study measured the perceived appropriateness of five active coping strategies and four passive coping strategies, moral disengagement, experiences of bullying and cyberbullying, emotions in response to bullying and gender stereotypes. The results show that more than 25% of pre-service teachers are not prepared to manage cyberbullying effectively. Prior experiences of victimisation, personal masculinity in men and moral emotions in women are related to active strategies, while moral disengagement, and pleasant emotions in women, are related to passive strategies. Universities must implement initiatives to ensure that pre-service teachers receive training on effective coping strategies and reflect on the personal factors influencing their decisions.
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van Gils FE, Colpin H, Verschueren K, Demol K, ten Bokkel IM, Menesini E, Palladino BE. Teachers' Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts. Front Psychol 2022; 13:830850. [PMID: 35356319 PMCID: PMC8959665 DOI: 10.3389/fpsyg.2022.830850] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Accepted: 02/09/2022] [Indexed: 11/16/2022] Open
Abstract
Given the high prevalence and dramatic impact of being bullied at school, it is crucial to get more insight into how teachers can reduce bullying. So far, few instruments have measured elementary teachers' responses to bullying. This study investigated the validity of the student-reported Teachers' Responses to Bullying Questionnaire. The factor structure and measurement invariance were tested across two educational contexts among fourth and fifth grade students from Italy (n = 235) and Belgium (n = 667). Furthermore, associations between student-perceived teachers' responses and students' bullying behavior were examined. Confirmatory Factor Analysis supported the predicted five-factor structure, distinguishing Non-Intervention, Disciplinary Methods, Group Discussion, Mediation, and Victim Support. A partial factor means invariance model was found, allowing for valid comparisons between the Italian and Belgian educational contexts. Significant associations were found between self-reported, but not peer-nominated, bullying behavior and most student-perceived teachers' responses.
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Affiliation(s)
- Fleur Elisabeth van Gils
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Hilde Colpin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Karlien Demol
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Isabel Maria ten Bokkel
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Ersilia Menesini
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Benedetta Emanuela Palladino
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
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Meng S. Role of politically motivated internet addiction and ideological passion in linking college student's mental health education and wellbeing. Front Psychiatry 2022; 13:973520. [PMID: 36032253 PMCID: PMC9412914 DOI: 10.3389/fpsyt.2022.973520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Accepted: 07/25/2022] [Indexed: 11/30/2022] Open
Abstract
College students are increasingly reporting common mental health issues like depression and anxiety, raising severe concerns for students' psychological wellbeing. Specifically, after the emergence of Post-COVID-19, digitization caused a potential role in mitigating students' psychological concerns. Therefore, the role of mental health education has been regarded as a topic of interest in managing the issue of Chinese college students' mental wellbeing. This study intends to look into the relationship between mental health education and psychological wellbeing, along with the moderating role of politically motivated internet addiction and the ideological passion of college students. For the given reason, the random sampling method was employed for collecting data from target respondents. The study uses 750 questionnaires prepared on a five-point Likert scale that were distributed to the respondents with an expected response rate of 50%. The partial least square (PLS) software was used to analyze the data for this study. The study concludes that there is a significant moderating role of politically motivated internet addiction and ideological passion in the relationship between college students' mental health and wellbeing. The study meaningfully contributes to the body of knowledge by establishing the unique, positive moderating role of Politically motivated internet addition in strengthening the relationship which undoubtedly will assist in improving the psychological wellbeing of college students through mental health education policies and implications.
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Affiliation(s)
- Shuyu Meng
- Admissions and Employment Office, Xinyang Normal University, Xinyang, China.,School of Marxism, China University of Political Science and Law, Beijing, China
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Bauman S, Menesini E, Colpin H. Teachers’ responses to bullying: Next steps for researchers. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1080/17405629.2021.1954904] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Sheri Bauman
- College of Education, University of Arizona, Tucson, AZ, USA
| | - Ersilia Menesini
- Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Florence, Italy
| | - Hilde Colpin
- School Psychology and Development in Context Research Unit, KU Leuven, Leuven, Belgium
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