Self-Reported Frequency and Perceived Severity of Being Bullied among Elementary School Students

Autor/in	Chen, Li-Ming
Titel	Self-Reported Frequency and Perceived Severity of Being Bullied among Elementary School Students
Quelle	In: Journal of School Health, 85 (2015) 9, S.587-594 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12289
Schlagwörter	Bullying; Elementary School Students; Student Surveys; Student Attitudes; Victims; Incidence; Correlation; Antisocial Behavior; Aggression; Verbal Communication; Social Isolation; Friendship; Gender Differences + Suchen Sie Ihr Suchwort? Mobbing; Schülerbefragung; Schülerverhalten; Victim; Opfer; Vorkommen; Korrelation; Soziale Isolation; Freundschaft; Geschlechterkonflikt
Abstract	Background: This study reports students' perspectives on the frequency and perceived severity of being bullied. Methods: A sample of 1816 elementary school students completed self-report surveys of perceived severity and frequency of being bullied. A Rasch technique aligned different victimized behaviors on interval logit scales. A 4-fold schema was used to identify the intersection between the perceived severity and frequency of being bullied. Results: There was not a statistically significant correlation between the 2 measures (r?=?0.02). Behaviors that included being hit and kicked, being cursed at, being ostracized, being threatened, being shoved or tripped, having one's friendship ruined, and being spoken ill of in public were perceived as severe and frequent bullying experiences. While boys reported more frequent experiences of being bullied, girls perceived bullying to have greater severity. Conclusions: Self-reported frequency does not necessarily correspond to the perceived severity of school bullying, a finding with implications for prevention and intervention initiatives designed or carried out by researchers and school psychologists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01