Department of Primary Education
Κατεύθυνση Σχολική Συμβουλευτική και Καθοδήγηση
Library of the School of Education

2019-03-19

2019

Strikou Chrysoula

Μπαμπάλης Θωμάς, Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
Βρεττός Ιωάννης, Ομότιμος Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
Τσώλη Κωνσταντίνα, Επίκουρη Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ

ΣΧΟΛΙΚΟΣ ΕΚΦΟΒΣΙΜΟΣ ΣΕ ΜΑΘΗΤΕΣ ΜΕ ΕΙΔΙΚΕΣ ΜΑΘΗΣΙΑΚΕΣ ΔΥΣΚΟΛΙΕΣ

Greek

SCHOOL BULLYING IN STUDENTS WITH SPECIAL LEARNING DIFFICULTIES

Aim of this study is to compare students of formal development with pupils with special learning
difficulties in relation to the phenomenon of school bullying and their perceptions of aggression.
In the survey, 140 students (70 in each group) completed the Peer experience questionnaire
(PEQ) and the questionnaire on their attitudes and beliefs about aggression. The statistical
analysis showed that children with special learning difficulties behave with statistically
significant difference both in offender and victim comparatively with children in formal
development. Also, students with special learning difficulties believe that aggression is justified
with statistically significant difference comparatively with children of formal development.
Finally, boys become offenders with a statistically significant difference compared to girls, and
also consider aggression to have benefits.

Education

School bullying, aggression, formal development students, pupils with special learning difficulties

No

0

Yes

116

64

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https://pergamos.lib.uoa.gr/uoa/dl/object/2866701