The correlation between the peer violence and socio-emocional adjustment of students

Abstract

Cilj je ovoga istraživanja bio provjeriti postoji li povezanost između vršnjačkog zlostavljanja i viktimizacije sa socio-emocionalnom prilagodbom učenika. Za razliku od prijašnjih istraživanja koja su se bavila istraživanjem vršnjačkoga nasilja u ovome je istraživanju mjereno vršnjačko zlostavljanje jer je uzet u obzir odnos moći nasilnika i žrtve te namjera počinjenog nasilnog ponašanja. Socio-emocionalna prilagodba mjerena je petorima varijablama: broj prijatelja, vršnjačka prihvaćenost, emocionalna kompetencija, socijalna i emocionalna samoefikasnost. U istraživanju je sudjelovalo 469 učenika od petog do osmog razreda iz četiri osnovne škole (40,3% dječaka, 57,1% djevojčica, 2,6% nije se izjasnilo za spol). Dobni se raspon učenika kreće od 10 do 15 godina s prosječnom dobi od 12,49 godina (SD=1,81). Uĉenici su u istraživanju popunjavali Upitnik o vršnjačkom zlostavljanju (UVZ; Velki, 2015), Upitnik emocionalne kompetencije (UEK-15; Takšić, 1998), Upitnik samoefikasnosti za djecu (SEQ-C; Sorić, Vulić-Prtorić, 2006). Rezultati su istraživanja pokazali statistički značajnu pozitivnu povezanost broja prijatelja učenika s tradicionalnim, elektroničkim, ekonomskim i seksualnim zlostavljanjem, statistički negativnu povezanost emocionalne samo efikasnosti s tradicionalnim, tjelesnim, verbalnim i relacijskim zlostavljanjem, statistički negativnu povezanost emocionalne kompetencije sa svim oblicima zlostavljanja, dok povezanost između svih ostalih varijabli ne postoji. statistički je značajna negativna povezanost broja prijatelja i relacijske viktimizacije, vršnjačke prihvaćenosti i socijalne samoefikasnosti sa svim oblicima viktimizacije izuzev seksualne, te emocionalne samoefikasnosti i kompetencije sa svim oblicima viktimizacije.The aim of this study was to verify the correlation between the bullying and the socioemotional adjustment. Apart of prior studies in this research the measured variable was bullying because the relation of power between the violator and the victim was taken into account as well as the intention of the commited violent behaviour. Socio-emotional adjustment was measured by five variables: number of friends, peer acceptance, social self-efficacy, emotional self-eficacy and emotional competence. This research surveyed 496 students grade 5th to 8th in four primary schools (40,3% boys and 57,1% girls, 2,6% was not identified for gender). Age range goes from 10 to 15 years, with an average age of 12,49 years (SD=1,81). The students filled out a questionnaire about the bullying (UVZ; Velki, 2015), the questionnaire of emotional competence (UEK-15; Takšić, 1998) and the questionnaire of self-efficacy for chilldren (SEQ-C; Vulić-Prtorić i Solić, 2006). This research has shown statistically significant positive correlation between number of friends and traditionally, electronic, economic and sexual bullying, statistically negative correlation between emotional self-efficacy and traditionally, phisically, verbally and relationally bullying, statistically negative correlation between emotional competence and every form of bullying, and there is no correlation between all other variables. Research also showed statistically negative correlation between number of friends and relationally victimization, statistically negative correlation between peer acceptance and so cial self-efficacy and every form of victimization except sexual, and statistifically negative correlation between emotional self-efficacy and emotional competence and every form of victimization