Supervisors info:
Πολυχρόνη Φωτεινή, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Φιλοσοφική Σχολή
Παπαστυλιανού Αντωνία, Καθηγήτρια
Ράλλη Ασημίνα, Αναπληρώτρια Καθηγήτρια
Summary:
Bullying in school constitutes a major issue which has interested a plethora of researchers, as it has been ascertained that it is connected with multiple negative effects on the growth of the participants in its processes. The purpose of the present study was to examine the relationship between aspects of psychosocial adjustment and bullying, victimization reported by school-aged children. For the conduct of the study factors of sex and other demographic factors were taken into consideration. The sample of the study consisted of 158 children (81 boys/ 77 girls) from the fifth and sixth grades of elementary school. For the measurement of the variable of psychosocial adjustment the Test of Psychosocial Adjustment (Hatzichristou, Polychroni, Besevegis, & Mylonas, 2008) was used and for the measurement of bullying and victimization the greek versions of the Bullying Behavior Scale (Austin & Joseph, 1996) and the Peer-Victimization Scale (Neary & Joseph, 1994) were used. From the review of the data it was revealed that children who claim they bully reported lower school competence and self-concept and more behavioral problems, compared to non-paticipants in bullying/victimization processes, whereas they reported similar levels of self-esteem with them. Children who claim being bullied, on the other hand, reported lower levels of social, emotional competence and self-concept, while the children who claim they both bully and are being bullied reported lower social competence and self-concept, compared to the non-participants.
Keywords:
psychosocial adjustment, bullying, victimization, sex
