Experiencing bullying (victimization) in adolescence is a risk factor of oc- currence of psychosocial problems and negative consequences for indi- viduals even later in life. Due to the lack of research in the field of emo- tional and social competencies (empathy, self-awareness and self-esteem), peer relationships (positive peer relations, conduct problems, prosocial be- havior) and relationships with teachers (positive in negative) in the con- text of victimization in the Slovenian school environment, the aim of our study was to examine the predictive value of mentioned factors in the oc- currence of victimization. The data were collected in a pilot study with- in the framework of the project Hand in hand: Social and Emotional Skills for Tolerant and Non-discriminative Societies. The study involved 123 students from six elementary schools aged between 13 and 15 (M = 13.20, SD = 0.42). In the analyzes we used the Olweus’ bully/victim ques- tionnaire (OBVQ, Olweus, 1996; Victimization scale) to measure victim- ization; Slovene version of the Strength and Difficulties Questionnaire (SDQ, Goodman, 1997) to measure relationships with peers; The Teacher As Social Context scale (TASC, Belmont, Skinner, Wellbron, and Connell, 1992) and the questionnaire retrieved from PISA 2015 survey (OECD, 2017) for measuring teacher-students relations; Self-Description Questionnaire (SDQ II, Marsh, 1992), Interpersonal Reactivity Index (IRI; Davis, 1980) and the Kentucky Mindfulness Scale (Baer, Smith, and Allen, 2004) for measuring emotional and social competencies. The results of a hierarchical multiple regression analysis have shown that among all the predictions included, positive relationships with peers and negative relationships with teachers were significant predictors of victim- ization. The factors on the level of peer relationships explain the 18% var- iance, the relationships with teachers further explain 10% of the variance, and emotional and social competencies explain 2% of the variance of vic- timization. In addition, we examined the mediation effect of negative re- lationships with teachers on the relationship between peer relationships, emotional and social competencies, and victimization. It has been shown that negative relationships with teachers affect the relationship between prosocial behavior and victimization and conduct problems and victimi- zation, which speaks of the importance of negative relations with teachers in the process of victimization. Keywords: victimization, emotional and social competencies, peer rela- tionships, relationships between students and teachers
COBISS.SI-ID: 3493463
The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents. Using both self-reports and peer nominations for victimization and bullying assessment, potential differential predictors for self- vs. peer-reported victimization and bullying were examined. A total of 1905 elementary school students (49.9% boys) nested in 135 classrooms within 22 schools participated in the study. Students-gender was found to be the most consistent predictor for both self- and peer-reported victimization and bullying. Other shared predictors of victimization and bullying were higher internalization and externalization of anger and perceived peer support for self-reported measures and younger age, lower academic achievement, higher anger internalizing and externalizing, perceived teacher support, and fewer peer-reported friendships for peer-reported measures. In addition, the same classroom characteristics - higher pro-bully class-room norms - represented a risk factor for both self-reported bullying and victimization.
COBISS.SI-ID: 24665608
Following the White Paper on education (2011), one of Slovenia’s most important goals in the field of education today is the establishment of a culture of quality and assessment, which is based on the concept of evidence-based policy, where participation in large-scale assessments (ILSAs) plays an important role. Beginning in 1996, Slovenia has participated in different ILSAs (PISA, TALIS, PIAAC, TIMSS, PIRLS, ICCS, and ICILS). In this chapter, we focus on PISA results, which on the one hand demonstrate that throughout the cycles beginning in 2006, Slovenian students have achieved mainly above-average results in science, mathematics and reading. On the other hand, they report rather low motivation to learn. Further, national secondary analysis results also reveal significant disparities in achievement between boys and girls, students enrolled in different educational programmes, from different socio-economic backgrounds, with different immigration backgrounds, and languages spoken at home. In this chapter, we emphasise the importance of the not-self-evident treatment of the above-average results on an international scale as the great efficacy of the national education system. At the end, the main challenges of using ILSA results to develop Slovenian educational policy and future practices are discussed.
COBISS.SI-ID: 13010691