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Artículos de revistas sobre el tema "Bullying Parenting"

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Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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1

Smith, Peter K. y Rowan Myron-Wilson. "Parenting and School Bullying". Clinical Child Psychology and Psychiatry 3, n.º 3 (julio de 1998): 405–17. http://dx.doi.org/10.1177/1359104598033006.

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Syukri, Mohd. "Hubungan Pola Asuh dengan Perilaku Bullying pada Remaja SMP Negeri 19 Kota Jambi". Jurnal Ilmiah Universitas Batanghari Jambi 20, n.º 1 (5 de febrero de 2020): 243. http://dx.doi.org/10.33087/jiubj.v20i1.880.

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The prevalence of bullying is estimated at 8 to 50% in several Asian, American and European countries (Soedjatmiko, 2013). The results of research conducted by the National Association of School Psychologist showed that more than 160,000 adolescents in the United States skipped school every day for fear of bullying (Sari, 2010). KPAI has identified 369 complaints related to bullying at school. Bullying can occur when a person experiences forms of harassment and humiliation that are systematic and convincing for a long period of time (9-16 days in a month), does not rule out the possibility of occurring at home due to inappropriate parenting. This study aims to determine the relationship between parenting and bullying behavior in school. Crossectional research design. The sample amounted to 100 people with proportional random sampling sampling techniques. The results showed that there was a significant relationship between parenting and bullying behavior (p value <0.05). Authoritarian and permissive parenting tend to have a greater tendency to bullying children.
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Tatiani, Gkatsa. "The influence of parental style and socioeconomic circumstances on school bullying: A systematic review". Journal of Educational Research and Reviews 9, n.º 1 (6 de enero de 2021): 1–5. http://dx.doi.org/10.33495/jerr_v9i1.20.163.

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The phenomenon of school bullying is linked to family characteristics. The way in which parenting is exercised and the socioeconomic circumstances affect students’ involvement in school bullying for the victims and bully/victims, are reviewed. We conducted a systematic review of the published literature from 1982 until 2020 by using Google-Scholar, PsycINFO, Scopus and PubMed on the following words and phrases: “school bullying”, “parenting”, and “socioeconomic factors”. Prospective cohort, cross-sectional and meta-analytic studies were included. The review results showed that the quality of parental management and the inappropriate parental style, i.e. the authoritarian, the overprotective and the indifferent, influence negatively the students in bullying, in all roles. Also, the low socioeconomic level was associated with the involvement of students in school bullying in all roles. It was found that adverse economic conditions and low educational attainment they are correlated not only with the students involved in school bullying but also with the parenting style. In conclusion, important correlations between school bullying, parenting style and socio-economic conditions emerged. Keywords: School bullying, parental style, socioeconomic circumstances
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Tirtayanti, Sri, Intansari Nurjannah y Lely Lusmilasari. "ASSOCIATION BETWEEN EMOTIONAL DEVELOPMENT AND BULLYING BEHAVIOR IN CHILDREN AT THE ELEMENTARY SCHOOL NO 7, BANYUASIN, PRAJIN, PALEMBANG". Belitung Nursing Journal 3, n.º 5 (30 de octubre de 2017): 585–94. http://dx.doi.org/10.33546/bnj.115.

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Background: Bullying is a form of repetitive persecution both on physical and emotional aggressions and potentially causing mental and physical disorders on perpetrators and victims. There are various factors that may affect a child to behave as bullies. These are important factors to be identified as one of prevention effort to stop bullying behavior on children. Objective: This research aims to identify the association between emotional development and bullying behavior in children at the Elementary School No 7, Banyuasin Prajin, Palembang.Methods: This was a correlation descriptive using a cross sectional design. This research has been conducted on November 21, until December 1, 2016 involving 85 children as respondents. The instruments used for this research were Bar-On Emotional Quotient Inventory: Youth Version, school-bullying questionnaire, parenting style questionnaire and peer influence questionnaire. Chi-square test was used for bivariate data analysis and logistic regression test for multivariate analysis.Results: Results from chi-square test showed a significant association between emotional developments and parenting with bullying behavior (ρ<0,05), but no significant correlation between peer influence and bullying behavior (ρ>0,05). Logistic regression test showed a significant relationship between parenting and bullying behavior (OR) 4,655 (95% CI: 1,292-16,774), which indicated that the uninvolved parenting potentially makes bullying behavior have a chance to increase 4,655 times higher.Conclusion: There is a significant association between emotional development and parenting with children bullying behavior.
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Alizadeh Maralani, Fatemeh, Mirmahmoud Mirnasab y Touraj Hashemi. "The Predictive Role of Maternal Parenting and Stress on Pupils’ Bullying involvement". Journal of Interpersonal Violence 34, n.º 17 (4 de octubre de 2016): 3691–710. http://dx.doi.org/10.1177/0886260516672053.

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The link between inappropriate parenting style and both bullying and victimization is well documented. However, it is not clear as to which kind of parenting style is associated with victimization. Furthermore, no studies have yet been conducted regarding the role of parental stress in bullying and victimization. This study aimed to examine the role of parenting styles and maternal stress in pupils’ bullying and victimization. A total of 300 primary school pupils, enrolled in fourth and fifth grades, participated in the study. Initially, 100 noninvolved pupils were randomly selected using a multistage cluster sampling method. Then using a screening method, 100 bully pupils and 100 victimized peers were selected. Olweus Bullying Scale and teacher nomination were administered for screening these pupils. Baumrind Parenting Style Questionnaire and revised version of Abidin Parental Stress Index (short form) were also applied to all pupils in the study. Data were analyzed using discriminant function analysis. The findings showed that (a) with regard to parenting styles, significant differences were found among groups. Authoritarian parenting style could significantly predict pupils’ bullying behavior, whereas victimization was predictable in families with permissive parenting style. In addition, noninvolved pupils were predicted to have authoritative parenting style. (b) Considering maternal stress, significant differences were observed across groups. Parents of bullies and victims were predicted to have higher maternal stress than noninvolved pupils. The implications of the study in relation to the role of mothers in bullying and victimization are discussed.
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Tirmidziani, Astri, Nur Salma Farida, Resti Fauzi Lestari, Rima Trianita, Sopi Khoerunnisa y Elfan Fanhas Fatwa Khomaeny. "UPAYA MENGHINDARI BULLYING PADA ANAK USIA DINI MELALUI PARENTING". EARLY CHILDHOOD : JURNAL PENDIDIKAN 2, n.º 1 (31 de mayo de 2018): 59–65. http://dx.doi.org/10.35568/earlychildhood.v2i1.239.

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ABSTRAKDi Indonesia sejak tahun 2011 hingga september 2017, Komisi Perlindungan Anak Indonesia (KPAI) menerima 26 ribu kasus anak. Laporan tertinggi yang diterima KPAI adalah anak yang berhadapan dengan hukum termasuk didalamnya adalah kasus Bullying. hal ini tentunya akan memberikan dampak yang buruk terhadap lingkungan. Anak usia dini akan rentang untuk meniru prilaku-prilaku yang dilihat olehnya, termasuk perilaku bullying dengan menggunakan metode kualitatif yaitu dengan studi literature, penulis banyak melihat dan mendengar banyaknya kasus bullying yang terjadi di lingkungan anak usia dini. Bullying bisi berupa fisik, verbal, dan mental/psikologis. Prilaku bullying mempengaruhi pertumbuhan dan perkembangan anak tujuan penulis ini adalah untuk memberika informasi kepada orang tua mengenai bullying beserta danpaknya dengan cara parenting yang dilakukan oleh pihak sekolah. Kata Kunci: Menghindari Bullying; Anak Usia Dini; Parenting. ABSTRACKIn Indonesia from 2011 to September 2017, the Indonesian Child Protection Commission (KPAI) received 26,000 cases of children. The highest report received by KPAI is the child facing the law including Bullying case. this will certainly have a bad impact on the environment. Early childhood will range to imitate the behaviors seen by him, including bullying behavior using qualitative methods ie with literature studies, the authors see and hear lots of bullying cases that occur in early childhood environments. Bullying is physical, verbal, and mental / psychological. Bullying behavior affects the growth and development of children the purpose of this writer is to provide information to parents about bullying and his puppies by parenting done by the school. Keywords: Avoid Bullying; Early childhood; Parenting.
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Axford, Nick, David P. Farrington, Suzy Clarkson, Gretchen J. Bjornstad, Zoe Wrigley y Judy Hutchings. "Involving parents in school-based programmes to prevent and reduce bullying: what effect does it have?" Journal of Children's Services 10, n.º 3 (21 de septiembre de 2015): 242–51. http://dx.doi.org/10.1108/jcs-05-2015-0019.

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Purpose – The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying. Design/methodology/approach – A review of relevant literature, in particular systematic reviews and meta-analyses. Findings – The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim. Practical implications – There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support. Originality/value – The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.
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Yanti, Dhini Easter, Teguh Pribadi y Anhar Jaya Putra. "Tipe pola asuh orang tua yang berhubungan dengan perilaku bullying pada pelajar SMP". Holistik Jurnal Kesehatan 14, n.º 1 (22 de abril de 2020): 155–62. http://dx.doi.org/10.33024/hjk.v14i1.2074.

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Indonesian parenting styles and bullying among junior high school students, Bandar Lampung-IndonesiaBackground: The data base of Child Protection Committee in Indonesia 2011-2014 had been increasing and is ranked at the top of 369 cases reported to Child Protection Committee such as in education enviroment, bullying behaviour among students at the schools was very common. The reason of the student has a bullying behaviour can be from various factors such as parenting styles of their parent.Purpose: To know the relationship between parenting styles and bullying among junior high school students, in Bandar Lampung-IndonesiaMethod: A quantitative research type by using a cross sectional approach. The population were all students of grade VII and VIII at Gajah Mada junior high School in Bandar Lampung, Indonesia, with the sample 153 respondents. Data collection techniques were carried out by questionnaire. The statistical test used by the chi square test.Results: Most respondents claim uninvolved a school bullying, as much as 111 students (72.5%). Most of the respondents claim have a democratic parenting styles by their parent as many as 78 respondent (51.0%). There is a relationship between parenting styles and bullying among junior high school students, Bandar Lampung-Indonesia in 2019 with p-value <α (0,000 <0.05)Conclusion: There is a relationship between parenting styles and bullying among junior high school students,Bandar Lampung-Indonesia. Suggestions for educational institutions, it is hoped that the results of this study can be a means and reference for educators / schools in overcoming the problem of school bullying among junior high school students by informing to the parents to be applying appropriate a parenting style to their children.Keywords: Parenting styles; Bullying; Junior high school; StudentsPendahuluan: Kasus bullying menurut KPAI pada tahun 2011-2014 juga semakin meningkat dan menduduki peringkat teratas sebanyak 369 pengaduan kepada KPAI, dalam bidang pendidikan seperi kekerasan di sekolah, diskriminasi terdapat sekitar 1480 kasus. Penyebab seseorang menjadi pelaku “bullying” bisa dari berbagai faktor seperti orang tua yang terlalu memanjakan anaknya.Tujuan: Diketahui hubungan pola asuh orangtua dengan perilaku bullying pada siswa SMP Gajah Mada Kota Bandar Lampung Tahun 2019.Metode: Penelitian kuantitatif, menggunakan pendekatan cross sectional. Populasinya seluruh siswa kelas VII dan VIII di SMP Gajah Mada Bandar Lampung pada tahun 2019 yaitu sebanyak 246 orang. Sampel 153 responden. Tehnik pengumpulan data dilakukan dengan kuesioner. Uji statistik yang digunakan adalah uji chi square.Hasil: Sebagian besar responden mengaku tidak melakukan perilaku bullying yaitu sebanyak 111 orang (72,5%). Sebagian besar responden mengaku memiliki pola asuh orang tua yang demokratis sebanyak 78 orang (51,0%). Terdapat hubungan pola asuh orangtua dengan perilaku bullying pada siswa SMP Gajah Mada Kota Bandar Lampung Tahun 2019 dengan nilai p-value < α (0,000 < 0,05)Simpulan: Ada hubungan pola asuh orangtua dengan perilaku bullying. Saran kepada institusi pendidikan, diharapkan hasil penelitian ini dapat menjadi sarana dan referensi bagi pihak pendidik/ sekolah dalam mengatasi masalah bullying pada remaja dengan memberkan informasi pada oraang tua supaya dapat menerakan pola asuh yang tepat bagi anaknya.
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Κάργα, Σταυρούλα y Ιωάννα Μπίμπου Νάκου. "Οικογένεια και σχολικός εκφοβισμός: Ανασκόπηση των σύγχρονων ερευνών". Psychology: the Journal of the Hellenic Psychological Society 20, n.º 2 (15 de octubre de 2020): 136. http://dx.doi.org/10.12681/psy_hps.23533.

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Bullying is a complex social problem with negative, longitudinal psychosocial consequences for the students being involved as bullies, victims, or observers. Family has been widely examined as a contributing factor of school bullying. The present article reviews 45 national and international studies (2000-2010) that were found to examine therelationship between parenting practices, parental views regarding bullying, and bullying itself. The main findings of the review underline the significant relationship of parenting practices and parental views of families with bullying, and stresses out the importance of family raising awareness and training for preventive and intervention measures against bullying.
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10

Baldry, Anna C. y David P. Farrington. "Parenting influences on bullying and victimization". Legal and Criminological Psychology 3, n.º 2 (septiembre de 1998): 237–54. http://dx.doi.org/10.1111/j.2044-8333.1998.tb00364.x.

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Hasan, Surilena y Jessica Jessica. "Non-exposure parenting increases risk of bullying behavior in junior high school students". Universa Medicina 35, n.º 1 (18 de mayo de 2016): 56. http://dx.doi.org/10.18051/univmed.2016.v35.56-64.

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<p><strong>Background </strong><strong></strong></p><p>Bullying behavior is one of many behavioral and disciplinary problems among school students, which has a wide impact on youth, families, schools, and communities. Parenting and the role of parents as good educators (exposure) can prevent mental, emotional and behavioral disorders caused by bullying. The aim of this study was to determine the role of self-esteem and family factors on bullying behavior in junior high schools students.</p><p><strong>Methods</strong></p><p>A cross-sectional study was conducted including 1324 junior high school students of Penjaringan village, North Jakarta. Respondents filled out questionnaires on demographics (age, gender, economic status, educational level), Rosenberg self-esteem questionnaire, strength and difficulties questionnaire, Olweus bullying questionnaire, Hamilton scale for depression, parenting style, and family adaptability and cohesion scales III. Simple and multivariate logistic regression tests were used to analyze the data.</p><p><strong>Results</strong></p><p>Respondents consisted of 53.5% females and 46.5% males, with an age range of 13-16 years. A total of 45% was involved in bullying (victims, perpetrators, and victims and perpetrators). Gender, self-esteem, family relationships, and parenting were significantly associated with bullying role (p&lt;0.05). Multiple logistic regression analysis showed that self-esteem (odds ratio=23.89; 95% CI:7.899-12.990) and non-exposure parenting (odds ratio=39.11;95% CI: 2.455-8.210) were significantly associated with bullying behavior. <em></em></p><p><strong>Conclusion</strong><strong>s</strong></p>Non-exposure parenting was the most relevant risk factor of bullying behavior. Low self-esteem increases the risk of bullying behavior.<strong><em> </em></strong>These findings suggest the need of timely bullying prevention and intervention programs that should have a special focus on families of primary high school students.
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Sari, Dedeh Juwita, Stefanus Adang Ides y Lina Dewi Anggraeini. "Latar Belakang Remaja Melakukan Bullying di Sekolah Menengah Kejuruan (SMK)". Jurnal Ners dan Kebidanan Indonesia 5, n.º 2 (7 de noviembre de 2017): 149. http://dx.doi.org/10.21927/jnki.2017.5(2).149-156.

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<em>The number of casses of violance that occur in school age children today is very worrying for education and parents.This study aimed to determine teenager’s background do bullying in vocational school (SMK).The school should be a place to gain knowledge and form a positive personality but currently used as place to do bullying.This study aimed to determine teenager’s background do bullying in vocational school (SMK). This research uses qualitative method with phenomenology design which is implemented from July 2016 to May 2017. Informants in this study are vocational students who are still active in school and never do bullying with purposive sampling techniques. Data collection was done by interview and using instrument including interview guidelines, tape recorder handphone. Data analysis used is Colaizzi. The number of respondens in this study was 8 people. From the results of the analysis, there are 10 themes of bullying, democratic parenting, authoritarian parenting, permissive parenting, peer influence, wish to power, fanaticism of differences, facilities and infrastructure, teacher response, and mass media influence. The results of this study concluded that the background of teens bullying can be influenced by family parenting, mass media, peers, and school climate. The suggestion is the instituition educational that can explain about the rules at school and student can receive and understand why the rules should be made.</em>
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Gómez-Ortiz, Olga, Rosario Del Rey, José-Antonio Casas y Rosario Ortega-Ruiz. "Parenting styles and bullying involvement / Estilos parentales e implicación en bullying". Cultura y Educación 26, n.º 1 (2 de enero de 2014): 132–58. http://dx.doi.org/10.1080/11356405.2014.908665.

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Yabko, Brandon A., Audrey Hokoda y Emilio C. Ulloa. "Depression as a Mediator Between Family Factors and Peer-Bullying Victimization in Latino Adolescents". Violence and Victims 23, n.º 6 (diciembre de 2008): 727–42. http://dx.doi.org/10.1891/0886-6708.23.6.727.

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The purpose of this study was to assess the mediating role of depression in three different relationships: (a) sibling bullying and peer victimization, (b) mothers’ power-assertive parenting and peer victimization, and (c) fathers’ power-assertive parenting and peer victimization. Results from 242 Latino middle school adolescents from a large southwestern city bordering Mexico revealed that both boys’ and girls’ peer victimization were related to familial factors and depression. Regression analyses for boys revealed that depression mediated three relationships: (a) sibling bullying and peer victimization, (b) mothers’ power-assertive parenting and peer victimization, and (c) fathers’ power-assertive parenting and peer victimization. Depression also mediated the relationship between fathers’ power-assertive parenting and girls’ victimization by peers. The findings support the development of family-based interventions for peer victimization that include curriculum addressing depression.
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Vazsonyi, Alexander T., Gabriela Ksinan Jiskrova, Yalçın Özdemir y Marcia Malone Bell. "Bullying and Cyberbullying in Turkish Adolescents: Direct and Indirect Effects of Parenting Processes". Journal of Cross-Cultural Psychology 48, n.º 8 (18 de agosto de 2017): 1153–71. http://dx.doi.org/10.1177/0022022116687853.

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The current investigation sought to (a) report on the prevalence of bullying and cyberbullying perpetration among Turkish youth; (b) test a predictive model of bullying and cyberbullying perpetration, which specifies both direct links and indirect links via low self-control between measures of maternal and paternal parenting and measures of bullying; and (c) examine sex differences in the model. Questionnaire data were collected from adolescents ( N = 546; Mage = 15.91; 56.2% female) at two public high schools in a small city in western Turkey. Key measures included low self-control, bullying and cyberbullying perpetration, and parental closeness, monitoring, and peer approval (autonomy granting). Substantial rates of both bullying (72.9%) and cyberbullying (17.9%) perpetration were found in this student population. Based on path analyses, paternal peer approval predicted bullying both directly and indirectly via low self-control. In addition, paternal closeness was found to predict higher levels of self-control; finally, low self-control predicted both bullying and cyberbullying behaviors. Analyses by sex showed that maternal and paternal closeness as well as paternal peer approval predicted low self-control and bullying/cyberbullying behaviors for female youth; however, none of the parenting processes were associated with low self-control or bullying/cyberbullying among male adolescents.
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Georgiou, Stelios N., Panayiotis Stavrinides y Kyriaki Fousiani. "Authoritarian Parenting, Power Distance, and Bullying Propensity". International Journal of School & Educational Psychology 1, n.º 3 (septiembre de 2013): 199–206. http://dx.doi.org/10.1080/21683603.2013.806234.

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Georgiou, Stelios N. y Panayiotis Stavrinides. "Parenting at home and bullying at school". Social Psychology of Education 16, n.º 2 (3 de enero de 2013): 165–79. http://dx.doi.org/10.1007/s11218-012-9209-z.

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Twyman, Kimberly A. y Michelle M. Macias. "Parenting Stress and Concern for Child Bullying". Journal of Developmental & Behavioral Pediatrics 28, n.º 4 (agosto de 2007): S12. http://dx.doi.org/10.1097/01.dbp.0000285696.42020.95.

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Pribadi, Teguh, Susri Utami y Marliyana Marliyana. "BULLYING BEHAVIOR AMONG TEENAGERS AT JUNIOR HIGH SCHOOL LAMPUNG -INDONESIA". Malahayati International Journal of Nursing and Health Science 2, n.º 1 (11 de abril de 2019): 32–40. http://dx.doi.org/10.33024/minh.v2i1.1139.

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Background: Cases of bullying in schools are common at this time. In Junior High School (Sekolah Menengah Pertama 2 Muhammadiyah) Bandar Lampung in 2017 has 16 cases of bullying behavior or about 15% of cases.Purpose: Knowing Factors Associated With Bullying Behavior of Junior High School (Sekolah Menengah Pertama 2 Muhammadiyah) Bandar Lampung Year 2018.Methods: Quantitative research using cross sectional. The participant was 109 students as respondents (total sampling) and obtained 92 respondents as suitable of inclusion criteria. Univariate data analysis to know the frequency distribution and bivariate analysis using chi-square test.Results: In this study showed the frequency distribution of respondents had low self esteem 38 (84.6%) behaved bullying, poor family care pattern 44 (88%) bullying behavior, 39 poor peers 39 (79,6%) bullying behavior. the relationship between bullying behavior and self-esteem (p value 0,000), bullying behavior and family parenting (p value 0,000), bullying behavior and peers group (p value 0,000).Conclusion: There is a relationship between factors (self esteem, family parenting, and peers) with bullying behavior among students of Junior High School (Sekolah Menengah Pertama 2 Muhammadiyah) Bandar Lampung 2018. Suggest to the highest Education Department of Bandar Lampung, especially through Counseling department to be conducted another research in another school and follow up on the results of this study as: doing school programs that creating networks support, sports, consultants, art, community and anti-bullying campaigns.
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Muhopilah, Pipih, Fatwa Tentama y Yuzarion Yuzarion. "The model influence of authoritarian parenting, extraversion personality, and conformity to bullying among students". International Journal of Evaluation and Research in Education (IJERE) 10, n.º 2 (1 de junio de 2021): 483. http://dx.doi.org/10.11591/ijere.v10i2.20914.

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<span lang="EN-US">The purpose of this study was to analyze the model of the influence of authoritarian parenting, extraversion personality, and conformity to bullying in students. The population in this study were all students of grade eight of X, Y, Z state middle school in Yogyakarta, consisting of 524 students. The sample in this study was 185 students. The sampling technique used in this study was cluster random sampling. T<span>he data were collected with the scales which were developed for each variable studied. Data analysis was performed by testing the outer and inner models using structural equation model (SEM) through the Smart Partial Least Square 3.2.8 program. The </span>results of this study were the formation of the model of the influence of authoritarian parenting, extraversion personality, and conformity to bullying that was found to be fit with empirical data. Overall, the findings suggested that all variables under investigation (authoritarian parenting, extraversion personality, and conformity) had positive and a very significant influence on bullying. This model can be used as a valid reference in developing bullying variables.</span>
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Yu, Jing, Charissa S. L. Cheah, Craig H. Hart, Chongming Yang y Joseph A. Olsen. "Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers’ bullying aggressive behavior". Development and Psychopathology 31, n.º 04 (10 de enero de 2019): 1467–75. http://dx.doi.org/10.1017/s0954579418001049.

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AbstractBullying has been understudied among preschool children, especially those from Chinese American families. Previous research has also neglected the dimensional effects of psychological control on child bullying development. This study examined two psychological control dimensions, love withdrawal and guilt induction, and their effects on children's bullying aggressive behavior using a longitudinal design. Participants were first-generation Chinese American mothers (N = 133; mean age [Mage] = 37.82) and their preschool children (Mage = 4.48). Chinese immigrant mothers reported their psychologically controlling parenting and teachers rated children's bullying aggressive behaviors in the school setting. Confirmatory factor analyses were conducted to establish the psychometric properties and cross-wave measurement equivalence of the study constructs. Cross-lagged structural equation modeling analysis indicated that maternal love withdrawal prospectively predicted more bullying aggressive behavior, whereas guilt induction predicted less bullying aggressive behavior in children 6 months later. These results held after controlling for the initial level of children's problem behaviors and demographic variables (child age, gender, and maternal education). For child effects, child bullying aggressive behavior predicted more maternal guilt induction over time but not love withdrawal. Our findings highlight the importance of construct specificity and cultural context in understanding associations between parenting and child development.
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Mendoza González, Brenda, Itzel Delgado Nieto y Mercedes Atenas García Mandujano. "Student profile not involved in bullying: description based on gender stereotypes, parenting practices, cognitive-social strategies and food over-intake". Anales de Psicología 36, n.º 3 (5 de agosto de 2020): 483–91. http://dx.doi.org/10.6018/analesps.337011.

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El objetivo de la investigación es identificar las características del alumnado que no participa en episodios de bullying en función de estereotipos de género, crianza; actitudes y estrategias cognitivas sociales y sobre-ingesta alimentaria. En el estudio participaron 1190 alumnos de educación básica de once escuelas públicas del Estado de México, México. Investigación cuantitativa, con estudio descriptivo y diseño transversal. Se recogieron datos a partir de cinco instrumentos que miden las variables de estudio: bullying, estereotipos de género, crianza, estrategias cognitivas sociales, sobre-ingesta alimentaria. Los resultados permitieron identificar cinco tipos de alumnos (víctimas de violencia escolar; víctimas de bullying; bully; doble rol y no involucrados), los contrastes de medias a través del ANOVA de un factor, identificó diferencias significativas en los grupos con respecto a cada una de las variables estudiadas. Se concluye que el alumnado que no se involucran en episodios de bullying, tienen más hábitos de salud, más habilidades sociales que facilitan adaptación al contexto social, sin identificarse con estereotipos tradicionales como el femenino y el machismo. Con respecto a la crianza de sus padres, se identifica que no son educados a través de prácticas de crianza inefectivas como el maltrato. Los resultados describen características definitorios del alumnado que no se involucra en episodios de bullying, lo que será de gran utilidad para la elaboración de programas de prevención e intervención. The objective of the research is to identify the characteristics of students who do not participate in bullying episodes (called “not involved”), in function of gender stereotypes, parenting styles; attitudes and social cognitive strategies and food intake. The study involved 1190 elementary school students, from eleven public schools in the State of Mexico, Mexico. Quantitative research, with descriptive study and cross-sectional design. Data were collected from five instruments that measure the study variables: bullying, gender stereotypes, parenting styles, social cognitive strategies, food intake. The results identified five types of students (victims of school violence; victims of bullying; bully; double role and not involved), the contrasts for one-way ANOVA of a factor, identified significant differences in the groups with respect to each of the variables studied. It is concluded that students who do not engage in bullying episodes (not involved), have more health habits, more social skills that facilitate adaptation to the social context, without identifying with traditional stereotypes such as traditional feminine and machismo. With regard to parenting, it is identified that they are not educated through ineffective parenting practices such as abuse. The results of this study describe defining characteristics of students who do not engage in bullying episodes, which will be very useful for the development of prevention and intervention programs.
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van der Watt, Ronél. "Attachment, parenting styles and bullying during pubertal years". Journal of Child & Adolescent Mental Health 26, n.º 3 (2 de septiembre de 2014): 251–61. http://dx.doi.org/10.2989/17280583.2014.947966.

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Waluyan, Varianne A. O. y Hari Soetjiningsih. "HUBUNGAN POLA ASUH OTORITER (AUTHORITARIAN PARENTING) DENGAN KECENDERUNGAN PERILAKU BULLYING PADA SMP NEGERI 3 SALATIGA". Jurnal Psikohumanika 10, n.º 1 (30 de junio de 2018): 28–41. http://dx.doi.org/10.31001/j.psi.v10i1.319.

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Penelitian ini bertujuan untuk mengetahui adanya hubungan antara pola asuh otoriter dengan kecenderungan perilaku bullying pada siswa-siswi SMP Negeri 3 Salatiga. Subjek penelitian berjumlah 97 siswa dengan teknik sampling yang digunakan adalah sampling purposive. Pengumpulan data dalam penelitian ini menggunakan Skala Bullying yang mengacu pada FBS (The Forms of Bullying Scale) oleh Shaw,dkk (2013) dan Skala Pola Asuh Otoriter yang mengacu pada Authoritarian Parenting Scale oleh Robinson,dkk (1995). Uji hipotesis menggunakan uji korelasi pearson’s product moment. Koefisien korelasi yang diperoleh sebesar = 0,184 dengan nilai signifikansi = 0,036 (p < 0,05) yang menunjukkan adanya korelasi positif yang signifikan antara pola asuh otoriter dengan kecenderungan perilaku bullying pada siswa-siswi SMP Negeri 3 Salatiga.
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25

Gómez-Ortiz, Olga, Rosario Del Rey, Eva M. Romera y Rosario Ortega-Ruiz. "Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolar". Anales de Psicología 31, n.º 3 (16 de septiembre de 2015): 979. http://dx.doi.org/10.6018/analesps.31.3.180791.

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The present research has two aims. The first is to create a typology of parenting style, and the second is to explore the relationship between mother´s and father´s parenting styles and the coherence between both, and adolescent adjustment, assessment with a bullying, resilience and attachment scale. It has been used an incidental sample of 626 high school students (49.7% girls) from Córdoba, that completed the <em>Scale to assessment maternal and paternal parenting style in adolescence, </em>the <em>European Bullying Intervention Project Questionnaire, </em>the attachment scale <em>CaMir-R </em>and the short version of the <em>Connor-Davidson Resilience Scale</em>. The results show four parenting styles, that is the same for mothers and fathers (“supervisor democratic”, “controlling democratic”, “democratic of little disclosure” and “moderately”) and one parenting style only for mothers (“permissive”) and other, only for fathers (“indifferent”). It was found statistically significant differences in all measures of adolescent adjustment depending on mother´s and father´s parental styles and the coherence of both. The better psychosocial adjustment was observed in adolescents whose father or mother were supervisor democratic and when both parents were democratic.
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26

Ramadhani, Arief y Ali Masyhar. "Bullying Violence Against Underage Children in Criminal Law Perspective According to Law No. 23 of 2002". Journal of Law and Legal Reform 1, n.º 4 (31 de julio de 2020): 641–48. http://dx.doi.org/10.15294/jllr.v1i4.38581.

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The case of bullying is now rampant among the public, not only in the community but this case occurs in the world of education. Many underage children are victims of bullying. Various methods were used to minimize the incidence of bullying in schools, and at home including one of the National Commission for Child Protection urged the school to better protect and pay attention to their students. Speaking of child violence, it was found that children could be the subject / actor and object of violence. Children as perpetrators of violence / subject, usually because he has experience as an object of violence itself. Children behave like that as part of imitation or expression of their experiences, whether conscious or not. Violence in children depends on parenting and the pattern of treatment of parents towards children. Child care patterns also greatly affect the child's personality. This parenting style determines how children interact with their parents. Bullying actors will assume that the best way to solve the problem is by means of violence or the perpetrator thinks that by intimidating others it will fulfill his wishes. This will encourage the nature of thuggery that will carry over into adulthood and cause discomfort in the community.
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27

Borualogo, Ihsana Sabriani. "The Role of Parenting Style to the Feeling of Adequately Heard and Subjective Well-Being in Perpetrators and Bullying Victims". Jurnal Psikologi 48, n.º 1 (26 de abril de 2021): 96. http://dx.doi.org/10.22146/jpsi.61860.

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This study aimed to explain the contribution of parenting styles on children’s perception of being adequately heard by parents and their subjective well-being across three bullying groups (perpetrators, victims, and uninvolved). Participants (N = 1,294; 54.8% girls; 45.2% boys) were elementary school (47.3%) and junior high school students (52.7%) in Bandung City. Parenting styles were measured using Egna Minnen Beträffande Uppfostran for Children. Subjective well-being was measured using the Children's Worlds Subjective Well-Being Scale. Being adequately heard by parents was measured using the Children's Worlds measure. Data were analysed using linear regression and descriptive analysis. Parenting styles contributed significantly to children’s perception of being heard by parents and their subjective well-being. Parenting styles contributed differently across the three groups and genders. The uninvolved perceived that their parents were warm. The perpetrators perceived their parents as rejective. The victims perceived their parents as overprotective. The perpetrators displayed the lowest SWB score, while the uninvolved displayed the highest SWB score. Warm mothers showed a significant positive effect on children’s SWB and perception that they were adequately heard. Overprotective fathers showed a significant positive effect on children’s SWB because father was perceived as the family's head who protects their children. It is suggested that parents should practice warm rearing to prevent children’s involvement in bullying
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28

Lestari, Nina Dwi, Ensi Qoriati Ningrum y Karisma Puspita Tri Anggraini. "Determinant analysis of bullying among school-age children in Yogyakarta, Indonesia". Journal of Health Technology Assessment in Midwifery 3, n.º 1 (30 de mayo de 2020): 46–56. http://dx.doi.org/10.31101/jhtam.1397.

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Bullying is a very common, complex, and potentially damaging among school-age children. This incidence has increased from year to year, especially in Yogyakarta. This study aims to determine the factors that influence the occurrence of bullying among school-age children in Yogyakarta. The research method used was quantitative with a cross-sectional design in 114 school-age children in the elementary schools in Yogyakarta. The samples were taken by simple random sampling technique. The research instrument uses a questionnaire. Data were analyzed using the Chi-Square Test. The results showed that the bullying incidence was 51.8% dominated by the type of physical bullying which amounted to 62.7%. There were no significant relationship between sex (p-value = 0, 490), parenting style (p-value = 0778) with the incidence of bullying in school-age children. There were significant relationships between school factors (p-value = 0.001), peers (p-value = 0.024), intensity of watching television shows (p-value = 0.026) with the incidence of bullying in school-age children. It is expected that schools and community health nurses have a role in controlling bullying that occurs in schools
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29

Kustanti, Erin Ratna. "KELEKATAN, HARGA DIRI DAN PENYESUAIAN SOSIAL PADA KORBAN PERUNDUNGAN". Jurnal Psikologi 16, n.º 2 (17 de noviembre de 2017): 113. http://dx.doi.org/10.14710/jp.16.2.113-121.

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This study aims to investigate the correlation of attachment and self-esteem to social adjustment on victims of bullying. Bullying victims encounter adverse effects that can prolong until adulthood. They also experience poor social adjustment. Good social adjustment associated with self-esteem. A warm and rewarding parenting practices facilitate high self-esteem. Emotional closeness creates strong bonds. Therefore attachment influences the formation of a sense of security for the survival of the child’s life in the future. The study population is students who were also bullying victims. The participants were 50 students that were identified using purposive sampling technique. The Social Adjustment Scale, the Attachment Scale, and the Self-Esteem Scale were used to collect data. The results of multiple regression analysis indicated that attachment and self-esteem predict social adjustment on victims of bullying (F(2,47) = 5,576; p = 0,007; R2= 0,192). Partially, attachment predicts social adjustment on victims of bullying (F(1,48) = 5,201; p = 0,027; R2= 0,098) and self-esteem predicts social adjustment on victims of bullying (F(1,48) = 10,713; p = 0,002; R2= 0,182).
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30

Martínez, Isabel, Sergio Murgui, Oscar F. Garcia y Fernando Garcia. "Parenting in the digital era: Protective and risk parenting styles for traditional bullying and cyberbullying victimization". Computers in Human Behavior 90 (enero de 2019): 84–92. http://dx.doi.org/10.1016/j.chb.2018.08.036.

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31

Janitra, Preciosa Alnashava y Ditha Prasanti. "Komunikasi Keluarga Dalam Pencegahan Perilaku Bullying Bagi Anak". Jurnal Ilmu Sosial Mamangan 6, n.º 1 (20 de junio de 2017): 23. http://dx.doi.org/10.22202/mamangan.1878.

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Communication process occurs in every aspect of life, including family. When people interact to each other, sometimes it may lead to bullying. Bullying is not a new phenomenon, especially in family. Bullying means verbal and physical threat, force and violence which conduct repeatedly, for instance by the older children to their younger sister or brother. This is the uniqueness of this research. Family communication becomes main foundation to prevent bullying. Researcher see this phenomenon as a unique problem to be studied. Based on that phenomenon, researcher interested to study “Family Communication in Preventing Bullying Behavior for Children”. Result shows that family communication in preventing children’s bullying behavior covers: (1) In order to prevent bullying, an effective family communication process has to be strived, including respect, empathy, audible (2) Causative factor of bullying is inappropriate parenting in context of family communication. Proses komunikasi berlangsung dalam setiap aspek kehidupan, termasuk dalam lapisan masyarakat dan lapisan keluarga. Ketika manusia melakukan interaksi satu sama lainnya, kadang-kadang mengarah pada perilaku bullying. Bullying bukanlah fenomena yang baru lagi, khususnya dalam sebuah keluarga. Bullying artinya ancaman, pemaksaan, kekerasan fisik maupun verbal yang dilakukan berulang-ulang, misalnya kakak kepada adiknya. Disinilah letak keunikan penelitian ini. Komunikasi keluarga menjadi pondasi utama untuk mencegah terjadinya perilaku bullying bagi anak. Peneliti melihat fenomena ini merupakan masalah yang unik dan menarik untuk diteliti. Berdasarkan fenomena tersebut, peneliti tertarik untuk mengangkat “Komunikasi Keluarga dalam Pencegahan Perilaku Bullying bagi Anak”. Hasil penelitian ini menunjukkan bahwa komunikasi keluarga dalam pencegahan perilaku bullying bagi anak meliputi: (1) Untuk mencegah bullying harus diupayakan proses komunikasi keluarga yang efektif yaitu: respek, empati, audible; (2) Adapun faktor penyebab terjadinya perilaku bullying adalah pengasuhan orangtua yang tidak tepat dalam konteks komunikasi keluarga
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32

Kodapally, Bhagiaswari, Elezebeth Mathews, Prakash Babu Kodali y Kavumpurathu Raman Thankappan. "Bullying victimization and its associated factors among adolescents in Kozhikode district, Kerala, India: a mixed-methods study". Wellcome Open Research 6 (7 de septiembre de 2021): 223. http://dx.doi.org/10.12688/wellcomeopenres.17102.1.

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Background: Bullying victimization among adolescents is a serious concern as it leads to poor psycho-social adjustments in the future. Literature on bullying at schools in Kerala is limited. This study aimed to investigate the magnitude of bullying and the factors associated with it among adolescents. Methods: A sequential explanatory study design was used. A cross-sectional study among 764 adolescents (mean age 13.3 years, males 58.5%) selected through multistage cluster sampling was done. We used the Olweus Bully-Victim Questionnaire, Global School Health Survey, and Patient Health Questionnaire 9 for data collection. Binary logistic regression was performed to identify predictors of bullying victimization. After this, in-depth interviews were carried out among key stakeholders. Results: About 117 (15.3%) respondents reported being bullied at least twice a month. Verbal bullying was reported by 30% (n=229), physical bullying by 23.3% (n=178), sexual bullying by 11% (n=89) and cyber-bullying by 3.3% (n=25). Adolescents aged 14 years and above (OR 2.09, 95% CI: 1.34-3.26), being male (OR 3.50, 95% CI: 1.97-5.87), the parent's response to bullying (OR 5.27, 95% CI: 2.44-11.36), the victim's reaction to being bullied (OR 8.101, CI: 4.53-14.36) and the teacher's action against the bully (OR 3.59, CI: 1.91-6.73) were major predictors of bullying. Qualitative exploration of pathways of bullying phenomena revealed the influence of parenting on a child being a victim or a bully, and a lack of competence and training among teachers to address bullying at school. Conclusions: Bullying is highly prevalent among adolescents in schools and has short- and long-term implications. Targeted interventions for bullying prevention should focus on older adolescent boys and those who report being bullied. Anti-bullying policies at school are vital to sensitize teachers, parents, and students to bullying.
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33

Janitra, Preciosa Alnashava y Ditha Prasanti. "Komunikasi Keluarga Dalam Pencegahan Perilaku Bullying Bagi Anak". Jurnal Ilmu Sosial Mamangan 6, n.º 1 (20 de junio de 2017): 23–33. http://dx.doi.org/10.22202/mamangan.v6i1.1878.

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Communication process occurs in every aspect of life, including family. When people interact to each other, sometimes it may lead to bullying. Bullying is not a new phenomenon, especially in family. Bullying means verbal and physical threat, force and violence which conduct repeatedly, for instance by the older children to their younger sister or brother. This is the uniqueness of this research. Family communication becomes main foundation to prevent bullying. Researcher see this phenomenon as a unique problem to be studied. Based on that phenomenon, researcher interested to study “Family Communication in Preventing Bullying Behavior for Children”. Result shows that family communication in preventing children’s bullying behavior covers: (1) In order to prevent bullying, an effective family communication process has to be strived, including respect, empathy, audible (2) Causative factor of bullying is inappropriate parenting in context of family communication. Proses komunikasi berlangsung dalam setiap aspek kehidupan, termasuk dalam lapisan masyarakat dan lapisan keluarga. Ketika manusia melakukan interaksi satu sama lainnya, kadang-kadang mengarah pada perilaku bullying. Bullying bukanlah fenomena yang baru lagi, khususnya dalam sebuah keluarga. Bullying artinya ancaman, pemaksaan, kekerasan fisik maupun verbal yang dilakukan berulang-ulang, misalnya kakak kepada adiknya. Disinilah letak keunikan penelitian ini. Komunikasi keluarga menjadi pondasi utama untuk mencegah terjadinya perilaku bullying bagi anak. Peneliti melihat fenomena ini merupakan masalah yang unik dan menarik untuk diteliti. Berdasarkan fenomena tersebut, peneliti tertarik untuk mengangkat “Komunikasi Keluarga dalam Pencegahan Perilaku Bullying bagi Anak”. Hasil penelitian ini menunjukkan bahwa komunikasi keluarga dalam pencegahan perilaku bullying bagi anak meliputi: (1) Untuk mencegah bullying harus diupayakan proses komunikasi keluarga yang efektif yaitu: respek, empati, audible; (2) Adapun faktor penyebab terjadinya perilaku bullying adalah pengasuhan orangtua yang tidak tepat dalam konteks komunikasi keluarga
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34

Azizah, Siti Aviani Nur y Dwi Hastuti. "The Influence of Maternal Acceptance-Rejection and Adolescents Self Esteem to Bullying Behavior Junior High School Students". Journal of Family Sciences 4, n.º 1 (2 de julio de 2019): 12–25. http://dx.doi.org/10.29244/jfs.4.1.12-25.

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This study aimed to analyze the influence of maternal acceptance-rejection and self-esteem adolescents on bullying behavior of junior high school students. The study took place at two junior high schools located in Bogor City and involved 86 students who were selected using simple random sampling. The measuring instrument used in this study was a PAR adaptation from Rohner (1986) with a reliability of 0.785, self-esteem instrument adaptation from Rosenberg's (1965) with a reliability of 0.773, and a bullying behavior instrument adaptation from Hastuti, Herien, and Djaswelma (2015) with the reliability of 0.902. Data analysis used in this study was descriptive statistical analyses and statistical analyses of Pearson correlation and linear regression tests. The data were collected using self-administered questionnaires guided by the researcher. The results showed that more than half of adolescents had perceptions of affective parenting. However, about 40 percent of adolescents have self-esteem in the low category. The most common type of bullying behavior adolescents is verbal bullying. The test results showed that parents with aggression and undifferentiated rejection are unfortunately related to the adolescents’ bullying, and low adolescents’ self-esteem is followed by bullying behavior. Gender (male adolescents) and low self-esteem had a significant effect on bullying behavior. Meanwhile, parental rejection had a significant positive effect on bullying behavior.
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35

Carter, Mariska, Ronél van der Watt y Karel Esterhuyse. "The relationship between perceived parenting dimensions, attachment, and pre-adolescent bullying". Journal of Psychology in Africa 30, n.º 2 (3 de marzo de 2020): 106–18. http://dx.doi.org/10.1080/14330237.2020.1744280.

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Curtner-Smith, Mary E., Anne M. Culp, Rex Culp, Carrie Scheib, Kelly Owen, Angela Tilley, Molly Murphy, Lauren Parkman y Peter W. Coleman. "Mothers' Parenting and Young Economically Disadvantaged Children's Relational and Overt Bullying". Journal of Child and Family Studies 15, n.º 2 (abril de 2006): 177–89. http://dx.doi.org/10.1007/s10826-005-9016-7.

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37

Chan, Ko Ling. "Child Victimization in the Context of Family Violence". International Journal of Environmental Research and Public Health 16, n.º 19 (24 de septiembre de 2019): 3569. http://dx.doi.org/10.3390/ijerph16193569.

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Child victimization refers to all possible forms of violence experienced by a child. This issue examines multiple types of victimization through a comprehensive approach. To understand child victimization fully, it should be investigated within the context of family violence. The studies in this issue provide evidence of the prevalence of various types of child victimization. As well as child maltreatment and bullying, the emerging form of cyberbullying is examined in several studies. The family has always been the main focus around child victimization, with parenting style as one prominent example. Studies show that some parenting styles are associated with child maltreatment and therefore have suggested that parenting programs may be effective in reducing child victimization. This issue provides up-to-date studies from different regions around the world. It makes a significant contribution to the current debate in child victimization.
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38

Muksin, Muksin, Indah Wasliah y Winda Nurmayani. "HUBUNGAN POLA ASUH ORANG TUA PADA ANAK USIA SEKOLAH (10-12) DENGAN PERILAKU BULLYING DI SD TENARU DUSUN TENARU DESA DAREK KECAMATAN PRAYA BARAT DAYA KABUPATEN LOMBOK TENGAH". Elisabeth Health Jurnal 4, n.º 1 (12 de junio de 2019): 56–66. http://dx.doi.org/10.52317/ehj.v4i1.259.

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Bullying behavior is often seen in the environment of the school, but this behavior is often regarded as a matter of course that less attention from the public. Research Indonesia from 2011 to August 2014 there were 369 complaints related to the issue of which 25% are in the field of education. KPAI mention that 87.6% of children said they had experienced violence in the school environment in many forms in which 29.9% of the violence carried out by teachers, 42.1% carried by classmates, and 28% is done by a friend of another class. This study aims to determine the relationship of parents' parenting school-age children (10-12) with bullying behavior in elementary Tenaru Hamlet Village TenaruDarek Southwestern Praya District of Central Lombok. Goals : This research used analytic observational research with cross sectional design with a sample size in this study were 53 children taken from class IV, V, and VI were in elementary school Tenaru, research carried out on 31 May - 4 June 2016. Methode : The type of research used in this study was analytic observational research with a cross sectional study design. Where the type of research emphasizes the time of measurement / observation of independent and dependent variable data only once at a time. The population in this study were all students in elementary school age (SD) from class IV to VI as many as 56 people, with a sample size of as many as 56 people. Result : Data collection tools in this study were questionnaires and data analysis using statistical test Chi Sguare the significance level of p≤ 0.05. Based on the results obtained penelitiaan p-value = 0.003 ≤ 0.5 means there singnifikan relationship between parenting parents with bullying behavior. Conculsion : It is advisable for parents can know the signs of bullying behavior in children and for other research could develop this research by using other methods.
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39

Gómez-Ortiz, Olga, Carmen Apolinario, Eva M. Romera y Rosario Ortega-Ruiz. "The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents". Social Sciences 8, n.º 1 (15 de enero de 2019): 25. http://dx.doi.org/10.3390/socsci8010025.

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The influence of the family in children’s involvement in bullying and cyberbullying has been well documented. However, previous research into this relationship seems to have overlooked recent social changes, which have affected the family context. The aim of this study is to put forward a categorization of the current educational management of Spanish parents and examine how this is linked to their children’s involvement in bullying and cyberbullying. To achieve this, 2060 schoolchildren from the South of Spain (47.9% girls with mean age = 14.34) answered four questionnaires including the Scale for the Assessment of the Parenting Styles of Adolescents’ Mothers and Fathers, the Discipline Dimensions Inventory, the European Bullying Intervention Project Questionnaire, and the European Cyberbullying Intervention Project Questionnaire. The Cluster Analysis results revealed a typology containing six styles: permissive, authoritarian, strict, normative democratic, indulgent democratic, and punitive democratic. Lower levels of victimization and aggression in bullying and cyberbullying were found to be linked to the indulgent democratic or normative democratic styles and higher levels to the authoritarian and strict styles. The value of parents’ educational practices and how they are combined in general styles, since these are elements that can predispose or prevent adolescent’s involvement in bullying and cyberbullying, is discussed.
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40

Georgiou, Stelios N., Myria Ioannou y Panayiotis Stavrinides. "Cultural values as mediators between parenting styles and bullying behavior at school". Social Psychology of Education 21, n.º 1 (16 de noviembre de 2017): 27–50. http://dx.doi.org/10.1007/s11218-017-9413-y.

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Kokkinos, Constantinos M. "Bullying and Victimization in Early Adolescence: Associations With Attachment Style and Perceived Parenting". Journal of School Violence 12, n.º 2 (23 de enero de 2013): 174–92. http://dx.doi.org/10.1080/15388220.2013.766134.

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马, 欣阳. "The Campus Bullying Behavior and Parenting Style: The Mediation Effects of Peer Relationship". Advances in Psychology 07, n.º 11 (2017): 1329–35. http://dx.doi.org/10.12677/ap.2017.711166.

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43

Georgiou, Stelios N., Myria Ioannou y Panayiotis Stavrinides. "Parenting styles and bullying at school: The mediating role of locus of control". International Journal of School & Educational Psychology 5, n.º 4 (20 de septiembre de 2016): 226–42. http://dx.doi.org/10.1080/21683603.2016.1225237.

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Kokkinos, Constantinos M., Nafsika Antoniadou, Angeliki Asdre y Kyriaki Voulgaridou. "Parenting and Internet Behavior Predictors of Cyber-Bullying and Cyber-Victimization among Preadolescents". Deviant Behavior 37, n.º 4 (19 de febrero de 2016): 439–55. http://dx.doi.org/10.1080/01639625.2015.1060087.

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Pontzer, Daniel. "A Theoretical Test of Bullying Behavior: Parenting, Personality, and the Bully/Victim Relationship". Journal of Family Violence 25, n.º 3 (24 de noviembre de 2009): 259–73. http://dx.doi.org/10.1007/s10896-009-9289-5.

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Knous-Westfall, Heather M., Miriam K. Ehrensaft, Kathleen Watson MacDonell y Patricia Cohen. "Parental Intimate Partner Violence, Parenting Practices, and Adolescent Peer Bullying: A Prospective Study". Journal of Child and Family Studies 21, n.º 5 (14 de septiembre de 2011): 754–66. http://dx.doi.org/10.1007/s10826-011-9528-2.

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Sulistiyana, Sulistiyana, Ali Rachman, Eklys Cheseda Makaria y Muhammad Noor Alfiansyahrani. "KONTRIBUSI KOMUNIKASI VERBAL DAN KONTROL SOSIAL TERHADAP PERILAKU BULLYING VERBAL SISWA SMA NEGERI 2 BANJARMASIN". JURNAL BIMBINGAN DAN KONSELING AR-RAHMAN 6, n.º 1 (10 de junio de 2020): 1. http://dx.doi.org/10.31602/jbkr.v6i1.2958.

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Sekolah merupakan salah satu lembaga yang berkewajiban memberikan pendidikan normatif, sekaligus merupakan tempat remaja berinteraksi, berkomunikasi dalam kesehariannya. Sekolah memiliki potensi mewujudkan kehidupan sosial yang aman dan nyaman agar remaja berkembang dengan baik, namun juga dapat berpeluang menghambat perkembangan hubungan sosial jika terjadi perilaku yang merugikan seperti kecenderungan bullying secara verbal, fisik maupun psikologis. Penelitian ini mempunyai tujuan untuk mengetahui pengaruh komunikasi verbal terhadap perilaku bullying verbal; pengaruh kontrol sosial terhadap perilaku bullying verbal; dan komunikasi verbal dan kontrol sosial berpengaruh secara bersama-sama terhadap perilaku bullying verbal pada siswa di SMAN 2 Banjarmasin. Secara metodologis, penelitian ini merupakan penelitian kuantitatif, dengan jenis penelitian pengaruh (korelasi). Adapun sampel dari penelitian yaitu siswa kelas X dan XI di SMAN 2 Banjarmasin berjumlah 220 orang, yang dipilih berdasarkan teknik sampling jenuh. Hasil analisis ditemukan bahwa variabel komunikasi verbal (X1) berpengaruh terhadap perilaku bullying verbal (Y). Begitu pula variabel kontrol sosial (X2) terhadap perilaku bullying verbal (Y). Hasil uji Anova untuk ketiga variabel tersebut adalah adanya kontribusi antara komunikasi verbal (X1) dan kontrol sosial (X2) terhadap perilaku bullying verbal (Y) sebesar 24.4%. Penelitian ini bisa dilanjutkan dengan meneliti variabel-variabel lain yang kemungkinan juga berpengaruh seperti hubungan teman sebaya, atau pola asuh orangtua.____________________________________________________Schools are one of the institutions that are obligated to provide normative education, as well as the place where youth interact, communicate in their daily lives. This research aims to determine the influence of verbal communication on verbal bullying behaviour; Influence of social control over verbal bullying behaviour; and verbal communication and social control are influential jointly towards the verbal bullying behaviour of students at SMAN 2 Banjarmasin. Methodologically, this research is a quantitative study, with a type of research influence (correlation). The samples from the study were grade X and XI students at SMAN 2 Banjarmasin amounting to 220 people, selected based on saturated sampling techniques. The results of the analysis found that verbal communication variables (X1) affect the verbal bullying behaviour (Y). Similarly, a social control variable (X2) is against the verbal bullying behaviour (Y). Anova's test results for these three variables are the contribution between verbal communication (X1) and social Control (X2) on the verbal bullying (Y) behavior of 24.4%. This research can be continued by researching other variables that may also be influential such as peer relationships, or parenting patterns.
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48

Kim, Jingu y Eunha Kim. "Bullied by Siblings and Peers: The Role of Rejecting/Neglecting Parenting and Friendship Quality Among Korean Children". Journal of Interpersonal Violence 34, n.º 11 (19 de julio de 2016): 2203–26. http://dx.doi.org/10.1177/0886260516659659.

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The primary aim of this study was to examine the direct and indirect links of rejecting/neglecting parenting, sibling victimization, and friendship quality with peer victimization using a convenience sample of 584 Korean children in Grades 3 to 6. In addition, we tested whether these associations differed between male and female students. Structural equation modeling was performed to analyze the data. The results revealed rejecting/neglecting parenting indirectly influenced peer victimization through sibling victimization for both males and females, although such effects were stronger for females than males. Sibling victimization had a direct effect on peer victimization across both sexes, although it indirectly influenced peer victimization through poor friendship quality only for males. Therefore, bullying prevention and intervention programs must involve parents to make them aware of the important role they play in this process and to improve their parenting styles and involvement in sibling conflicts. Furthermore, while the role of friendship quality needs to be highlighted to prevent peer victimization among males, future research continues to explore other peer variables that are related to decreased peer victimization for females.
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49

Karanikola, Maria N. K., Anne Lyberg, Anne-Lise Holm y Elisabeth Severinsson. "The Association between Deliberate Self-Harm and School Bullying Victimization and the Mediating Effect of Depressive Symptoms and Self-Stigma: A Systematic Review". BioMed Research International 2018 (11 de octubre de 2018): 1–36. http://dx.doi.org/10.1155/2018/4745791.

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Background. Identifying deliberate self-harm in the young and its relationship with bullying victimization is an important public health issue. Methods. A systematic review was performed to explore evidence of the association between deliberate self-harm and school bullying victimization in young people, as well as the mediating effect of depressive symptoms and self-stigma on this association. An advanced search in the following electronic databases was conducted in January 2018: PubMed/Medline; CINAHL; PsycINFO; PsycARTICLES; Science Direct; Scopus, and Cochrane Library. Studies that fulfilled the inclusion criteria were further assessed for their methodological integrity. The Norwegian Knowledge Centre for Health Services tool was applied for cross-sectional studies and the Critical Appraisal Skills Programme instrument for the cohort studies. Only empirical quantitative studies published in the English language in peer reviewed journals during the last decade (2007-2018) aimed at exploring the association between deliberate self-harm and school bullying victimization in community-based schoolchildren with a mean age of under 20 years were included. Results. The reviewed cross-sectional and cohort studies (22) revealed a positive association between school bullying victimization and deliberate self-harm, including nonsuicidal self-injury, which remained statistically significant when controlled for the main confounders. The mediating role of depressive symptoms in the association between deliberate self-harm and school bullying victimization was confirmed. A dose-response effect was shown in the association between nonsuicidal self-injury and school bullying victimization, whilst the mediating effect of depressive symptoms needs to be further explored. No studies were found directly exploring the mediating effect of self-stigma in the association between deliberate self-harm and bullying victimization. Conclusion. Targeted interventions aimed at eliminating victimization behaviours within the school context are therefore proposed, as well as interventions to promote healthy parenting styles for the parents of schoolchildren. Moreover, school healthcare professionals should screen students involved in bullying for self-injury, and vice versa.
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50

Kuntsche, Emmanuel, Gerhard Gmel y Jürgen Rehm. "The Swiss Teaching Style Questionnaire (STSQ) and Adolescent Problem Behaviors". Swiss Journal of Psychology 65, n.º 3 (septiembre de 2006): 147–55. http://dx.doi.org/10.1024/1421-0185.65.3.147.

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Based on evidence on parenting, the aim of the study was to develop a teaching questionnaire and to examine links to adolescent problem behaviors. Exploratory and confirmatory factor analysis, cluster analysis, and hierarchical linear modeling was used based on self-reports of 340 teachers (mean age 44.7 years, SD = 10.7) and their 5904 students (mean age 15.9 years, SD = 0.9). The three-dimensional factor structure could be confirmed. The dimension warmth and support was negatively associated with bullying in the class taught, and interaction between warmth and support and rules and control was negatively associated with cigarette smoking, cannabis use, and delinquency. On the other hand, psychological pressure was associated with low academic achievement. Although indications of the importance of teaching styles in the prevention of multiple adolescent problem behaviors were found, differences between teaching and parenting make further research necessary.
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