The Relationship of Bullying to Several Academic Variables

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dc.contributor.authorSisserian, Vera
dc.date.accessioned2024-06-20T07:30:17Z
dc.date.available2024-06-20T07:30:17Z
dc.date.issued2002
dc.description.abstractThe present study investigated several hypotheses pertaining to interrelations between bullying in school and several academically relevant variables, in 3rd, 4th, 5th and 6th elementary. H1, H2, and H3 investigated the relationship between grades and involvement in bullying. Hypothesis 4 dealt with an expected positive relationship between absence rates and victimization. Through hypothesis number 5 it was expected that children involved in bullying activities either as bullies or victims will be less happy than the rest. The 6th hypothesis investigated gender differences in the frequency and types of bullying. Hypothesis 1, 2, 3 were not supported. The results were discussed and it was concluded that the reliability and validity of the scoring system in the elementary grades had its effects on the results. H4 was also not supported; the results were explained in that the low socioeconomic level of families played a role in obtaining these results. It was suggested that future study must be conducted on a more randomized sample. H5 and H6 were supported. As an ultimate project a nationwide intervention plan with zero-tolerance level to bullying was suggested.
dc.identifier.citationSisserian, V. (2002). The Relationship of Bullying to Several Academic Variables (SBS thesis, Haigazian University)
dc.identifier.doihttps://doi.org/10.62811/th.0009
dc.identifier.urihttps://haigrepository.haigazian.edu.lb/handle/123456789/151
dc.titleThe Relationship of Bullying to Several Academic Variables
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