Bullying among Adolescents in North Cyprus and Turkey: Testing a Multifactor Model

Autor/in	Bayraktar, Fatih
Titel	Bullying among Adolescents in North Cyprus and Turkey: Testing a Multifactor Model
Quelle	In: Journal of Interpersonal Violence, 27 (2012) 6, S.1040-1065 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0886-2605
DOI	10.1177/0886260511424502
Schlagwörter	Adolescents; Bullying; Interpersonal Competence; Foreign Countries; Psychology; Teacher Attitudes; Structural Equation Models; Peer Relationship; Predictor Variables; Educational Environment; Parent Child Relationship; Influences; Goodness of Fit; School Culture; Likert Scales; Parents; Educational Attainment; Socioeconomic Status; Questionnaires; Coping; Teacher Influence; Victims; Cyprus; Turkey + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mobbing; Interpersonale Kompetenz; Ausland; Psychologie; Lehrerverhalten; Peer-Beziehungen; Prädiktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Influence; Einfluss; Einflussfaktor; Schulkultur; Schulleben; Likert-Skala; Eltern; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Fragebogen; Bewältigung; Victim; Opfer; Zypern; Türkei
Abstract	Peer bullying has been studied since the 1970s. Therefore, a vast literature has accumulated about the various predictors of bullying. However, to date there has been no study which has combined individual-, peer-, parental-, teacher-, and school-related predictors of bullying within a model. In this sense, the main aim of this study was to test a multifactor model of bullying among adolescents in North Cyprus and Turkey. A total of 1,052 adolescents (554 girls, 498 boys) aged between 13 and 18 (M = 14.7, SD = 1.17) were recruited from North Cyprus and Turkey. Before testing the multifactor models, the measurement models were tested according to structural equation modeling propositions. Both models indicated that the psychological climate of the school, teacher attitudes within classroom, peer relationships, parental acceptance-rejection, and individual social competence factors had significant direct effects on bullying behaviors. Goodness-of-fit indexes indicated that the proposed multifactor model fitted both data well. The strongest predictors of bullying were the psychological climate of the school following individual social competence factors and teacher attitudes within classroom in both samples. All of the latent variables explained 44% and 51% of the variance in bullying in North Cyprus and Turkey, respectively. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10