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The relationship between family poverty and children's psychological distress is well-established, often assessed through income-based measures. However, a child-centric perspective is lacking, particularly regarding the roles of teacher neglect and peer bullying as potential mediators, and the impact of cultural differences. This study explores how familial poverty affects psychological distress, examines teacher neglect and peer bullying as mediators, and assesses the moderating role of culture. Analyzing a global sample of 16,860 ten-year-olds from the International Survey of Children's Well-Being, the findings reveal a positive correlation between poverty and psychological distress. Teacher neglect and peer bullying partially mediate this link. Moreover, the association between teacher neglect and psychological distress is stronger for children in collectivist cultures, while the association between peer bullying and psychological distress is stronger for children in individualistic cultures. This research provides new insights and practical implications for addressing children's psychological distress worldwide. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative research study investigated the experiences and perceptions of peer bullying among students attending multigrade and transported primary schools (TPS) in Tokat, Turkey. Data were collected through interviews with 19 students from three multigrade village schools and 12 students from three TPSs. Findings revealed a stark contrast in peer bullying prevalence between the two school types. Bullying was rare in multigrade classrooms, while TPS students reported frequent exposure to bullying, both during their commute and on school grounds. Students highlighted the challenges of daily travel, including early separation from families and extended time spent with peers, as contributing factors to bullying in TPS settings. Conversely, the close-knit environment of multigrade classrooms appeared to discourage bullying behaviors. This study illuminates the influence of school structure and organization on peer bullying dynamics, suggesting the need for targeted interventions to address the unique vulnerabilities of students in transported education systems. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Primary Education Research Journal is the property of International Primary Education Research Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The relationships between peer bullying victimization in adolescence and substance use have been poorly studied. Thus, we examined the associations between peer bullying victimization and tobacco, alcohol and cannabis use in 496 French high school students. Peer bullying victimization was measured with a 17-item standardized assessment and analyzed as quartiles. Tobacco, alcohol, and cannabis use were assessed with the Hooked on Nicotine Checklist (HONC), the Alcohol Use Disorders Identification Test-Consumption (AUDIT-C) and the Cannabis Abuse Screening Test (CAST), respectively. Total scores at the HONC (0 to 10), AUDIT-C (0 to 12), and CAST (0 to 24) were used as dependent variables in generalized linear models, adjusting for sex, age, prepared graduation, last school marks and friends outside high school. Compared to the first quartile (i.e., the least bullied students), those from the second, third and fourth quartiles had significant increase of the AUDIT-C (B = 0.78 [95%CI 0.17–1.40] with p = 0.013; B = 0.86 [95%CI 0.26;1.46] with p = 0.005 and B = 1.00 [95%CI 0.38;1.62] with p = 0.002, respectively), with dose-dependent relationships (B = 0.33 ([95%CI 0.13; 0.52] with p = 0.001). Those from the fourth quartile had a significant increase of the CAST (B = 2.13[95%CI 1.25;3.01], p < 0.001). When examining the role of peer bullying victimization on the number of substances used, there were significant increased odds for students from the third and fourth quartiles, with dose-dependent relationships (OR = 1.24 [95% CI 1.07;1.44], p = 0.005). These findings encourage paying a particular attention to substance use in students who report being bullied. Consequently, information and prevention using standardized screening tools should be proposed. Conversely, substance use could be an indicator of peer bullying victimization and should thus be explored. [ABSTRACT FROM AUTHOR]

This study aims to investigate the mechanism of peer bullying on adolescent Internet addiction and to verify the mediating role of loneliness and the moderating role of physical activity. The results of this study are utilized to propose theoretical references for the mitigation of adolescent Internet addiction. Adolescent peer bullying, loneliness, Internet addiction and physical activity were measured by scales. A total of 618 valid questionnaires were collected from eight primary and secondary schools in Shandong Province. Mediated and moderated modeling was performed using the PROCESS plug-in for SPSS. Peer bullying directly and positively predicted Internet addiction (β = 0.023, t = 4.412, p < 0.001). Peer bullying had a significant effect on loneliness (β = 0.022, p < 0.001), and loneliness had a significant effect on Internet addiction (β = 0.017, p < 0.001), establishing the mediating role of loneliness. Meanwhile, physical activity moderated the effect of peer bullying on loneliness (β = 0.033, p < 0.001) and loneliness on internet addiction (β = 0.026, p < 0.001), in addition to moderating the effect of peer bullying on internet addiction (β = 0.034, p < 0.001), establishing the moderating role of physical activity. Loneliness mediates the relationship between adolescent peer bullying and Internet addiction, while physical activity moderates the direct and indirect pathways of adolescent peer bullying and Internet addiction. [ABSTRACT FROM AUTHOR]

The aim of our study was to explore students’ bystander roles in peer bullying considering the interaction between their individual and contextual characteristics. We included social status goals (popularity, social preference and social insecurity), moral disengagement and peer support as key variables for differentiating bystander behaviour. Our sample comprised 5148 students from the 8th and 9th grades across 118 primary schools in Slovenia. Bystander roles (active and passive reinforcers, ignorants and defenders) were determined by peer nominations. Other characteristics were measured with self-report questionnaires. For each variable, we normalized students’ results with regard to their classroom to define classroom norms as the context of peer bullying resulting in “low”, “average” and “high” group. Students with similar individual and contextual characteristics were grouped into four clusters. The results showed that students from all clusters were present in all bystander roles, which indicates a highly complex interaction of various factors in bystander behaviour. Some educational implications are discussed. [ABSTRACT FROM AUTHOR]

Although the harmful outcomes of peer bullying are well-established, the effects of bullying by teachers are less understood. Teacher bullying occurs when a teacher uses their authority to punish or disparage a student beyond appropriate discipline. This study investigated the prevalence of teacher bullying and its relationship with student risk-taking behaviors in a sample of 106,865 high school students who completed a statewide school climate survey. Students were classified into four groups: no bullying (91%), only peer bullying (4%), only teacher bullying (4%), and both peer and teacher bullying (2%). Logistic regression results indicated that all victimization groups were more likely to participate in risk behaviors (substance use, weapon carrying, fighting, suicidal ideation, and attempts) than nonbullied peers, and students bullied by both peers and teachers were at greatest jeopardy of participation. These results support greater attention to teacher bullying in antibullying efforts. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mediarts: The Journal of Media & Arts Studies / Medya ve Sanat Çalışmaları Dergisi is the property of Mediarts: The Journal of Media & Arts Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Peer bullying is when one or more children systematically engage in aggressive behavior towards another child whom they consider weak. Children with hearing loss face many challenges due to the limitations of their hearing. In addition to these difficulties, the problems become even worse if they are exposed to peer bullying. Children with hearing loss may have more difficulty with social communication and interaction. This can increase the risk of being bullied by peers because bullying is often based on perception or the balance of power against differences. Peer bullying against children with hearing loss can have serious short- and long-term consequences. In the short term, it can increase a child’s stress level, damage their self-confidence and self-esteem, and negatively impact their mental health. Problems such as depression, anxiety, and social isolation may occur in children who are exposed to peer bullying in the long term. Therefore, it is extremely important to protect children with hearing loss against peer bullying and to carry out preventive studies. Strengthening the sense of confidence of children with hearing loss and integrating them into society is of critical importance for their healthy development.

This study examines the prevalence of various forms of peer bullying among elementary school children, with a particular focus on the rising issue of cyberbullying. Utilizing a specially constructed Likert scale, the research gathered data from a sample of 98 children, composed of 51 boys and 47 girls, across grades five to eight. The findings reveal that verbal abuse, such as name-calling, mocking, and insulting, is the most common form of bullying experienced by children. Physical bullying behaviors like hitting, pushing, and kicking are also prevalent. Furthermore, the study highlights the significant presence of cyberbullying, characterized by malicious online messaging and social media interactions, which often result in emotional distress and withdrawal from social activities. The reliability and internal consistency of the measurement scale were confirmed by a Cronbach's Alpha coefficient of 0.775. The results underscore the importance of addressing both traditional and cyber forms of bullying to ensure a safer school environment. The study advocates for comprehensive educational programs that promote digital literacy and empathy among children to mitigate the negative impacts of bullying. Additionally, the research suggests implementing effective intervention strategies that include prompt responses to reported bullying incidents and providing support to victims. This study contributes to the growing body of literature on bullying by offering insights into the dynamics of peer and cyberbullying, emphasizing the need for continuous monitoring and preventive measures within educational settings. [ABSTRACT FROM AUTHOR]

Peer bullying is when one or more children systematically engage in aggressive behavior towards another child whom they consider weak. Children with hearing loss face many challenges due to the limitations of their hearing. In addition to these difficulties, the problems become even worse if they are exposed to peer bullying. Children with hearing loss may have more difficulty with social communication and interaction. This can increase the risk of being bullied by peers because bullying is often based on perception or the balance of power against differences. Peer bullying against children with hearing loss can have serious short- and long-term consequences. In the short term, it can increase a child's stress level, damage their self-confidence and self-esteem, and negatively impact their mental health. Problems such as depression, anxiety, and social isolation may occur in children who are exposed to peer bullying in the long term. Therefore, it is extremely important to protect children with hearing loss against peer bullying and to carry out preventive studies. Strengthening the sense of confidence of children with hearing loss and integrating them into society is of critical importance for their healthy development. [ABSTRACT FROM AUTHOR]

Using data from Korean-American residents (N = 343) in subsidized senior housing in the Los Angeles area, we examined the effect of peer bullying on mental health. About 18% of the sample had been a target of bullying, and over 31% had witnessed someone being bullied. Being a target of bullying was a significant predictor for both depressive symptoms and anxiety, whereas witnessing other residents being bullied was a significant predictor for anxiety only. Findings shed light on the adverse mental health impacts of peer bullying among ethnic minority older residents in senior housing. [ABSTRACT FROM AUTHOR]

This research aims to examine the studies on peer bullying in the preschool period completed between 2000 and 2020 in Turkey. The sample of the research consists of 32 studies, including 18 theses and 14 articles. According to the findings, it was determined that master's theses were more than doctoral theses. In the distribution by years, it is seen that the most theses were prepared in 2017 and 2019, and the most articles were prepared in 2019 and 2020. While the quantitative research approach is preferred the most in theses and articles; qualitative approach was not found in doctoral theses, and the mixed approach was not found in master's theses and articles. Descriptive and correlational survey model were used the most in theses, correlational survey model was used most in articles. The most common sample group in theses and articles is "preschool children". In theses and articles, three measurement tools are used the most frequently; and the data collection tool is the most frequently used scale. The cross-sectional method was used in all theses and most of the articles. It has been determined that the most preferred topic in theses and articles is demographic variables. [ABSTRACT FROM AUTHOR]

Abstract Background Childhood maltreatment (CM) is associated with neurobiological aberrations and atypical social cognition. Few studies have examined the neural effects of another common early-life interpersonal stressor, namely peer victimisation (PV). This study examines the associations between tract aberrations and childhood interpersonal stress from caregivers (CM) and peers (PV), and explores how the observed tract alterations are in turn related to affective theory of mind (ToM). Methods Data from 107 age-and gender-matched youths (34 CM [age = 19.9 ± 1.68; 36%male], 35 PV [age = 19.9 ± 1.65; 43%male], 38 comparison subjects [age = 20.0 ± 1.66; 42%male] were analysed using tractography and whole-brain tract-based spatial statistics (TBSS). Results At the whole-brain level using TBSS, the CM group had higher fractional anisotropy (FA) than the PV and comparison groups in a cluster of predominantly limbic and corpus callosal pathways. Segmented tractography indicated the CM group had higher FA in right uncinate fasciculus compared to both groups. They also had smaller right anterior thalamic radiation (ATR) tract volume than the comparison group and higher left ATR FA than the PV group, with these metrics associated with higher emotional abuse and enhanced affective ToM within the CM group, respectively. The PV group had lower inferior fronto-occipital fasciculus FA than the other two groups, which was related to lower affective ToM within the PV group. Conclusion Findings suggest that exposure to early-life stress from caregivers and peers are differentially associated with alterations of neural pathways connecting the frontal, temporal and occipital cortices involved in cognitive and affective control, with possible links to their atypical social cognition.

Purpose: The study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents. Design: A parallel‐group randomized controlled trial. Methods: The study population consisted of ninth‐grade (aged 14 years) high school students (n = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post‐test), and at 3rd‐ and 6th‐month follow‐ups. The data were analyzed using chi‐square test, independent sample t‐test, and two‐way mixed‐design ANOVA with Bonferroni's test. Results: In the pre‐test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (p > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post‐test and follow‐up tests (p < 0.001). Conclusion: The present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents. Clinical Relevance: Nurses would implement motivational interviewing to prevent bullying behaviors in schools. [ABSTRACT FROM AUTHOR]

Focusing on the variables that can affect both academic achievement and the well‐being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the relationship between these two terms by using TIMSS (The Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) data through the meta‐analysis method. Based on seven international survey data sets from TIMSS (2003, 2007, 2011, and 2015) and PIRLS (2006, 2011, and 2016), the current research has focused on 793 independent findings, including 3,503,005 students in 77 countries. In the analysis process, the mean effect size was measured by using the coefficient of standardized means (Cohen's d) based on the random effect model. In addition, the significance of the moderator variables was calculated by using the Q statistic. The findings of the study revealed that peer bullying had a significant effect on academic achievement, and in this effect, grades of the students and course types played moderator roles, while the culture of the countries was not a moderator. It could be concluded that the effect of peer relationships not only on the social development of students but also on their academic performance should not be ignored. Practitioner Points: Exposure to peer bullying has a significant impact on student's academic achievement.The academic achievement of fourth‐grade victim students is affected more negatively when compared to eighth‐grade victim students.The effect size of peer bullying on achievement in the reading course is the biggest among other effect sizes on achievement in science and mathematics courses. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Uludag University Medical Faculty / Uludağ Üniversitesi Tıp Fakültesi Dergisi is the property of Journal of Uludag University Medical Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Childhood maltreatment (CM) is associated with neurobiological aberrations and atypical social cognition. Few studies have examined the neural effects of another common early-life interpersonal stressor, namely peer victimisation (PV). This study examines the associations between tract aberrations and childhood interpersonal stress from caregivers (CM) and peers (PV), and explores how the observed tract alterations are in turn related to affective theory of mind (ToM). Methods: Data from 107 age-and gender-matched youths (34 CM [age = 19.9 ± 1.68; 36%male], 35 PV [age = 19.9 ± 1.65; 43%male], 38 comparison subjects [age = 20.0 ± 1.66; 42%male] were analysed using tractography and whole-brain tract-based spatial statistics (TBSS). Results: At the whole-brain level using TBSS, the CM group had higher fractional anisotropy (FA) than the PV and comparison groups in a cluster of predominantly limbic and corpus callosal pathways. Segmented tractography indicated the CM group had higher FA in right uncinate fasciculus compared to both groups. They also had smaller right anterior thalamic radiation (ATR) tract volume than the comparison group and higher left ATR FA than the PV group, with these metrics associated with higher emotional abuse and enhanced affective ToM within the CM group, respectively. The PV group had lower inferior fronto-occipital fasciculus FA than the other two groups, which was related to lower affective ToM within the PV group. Conclusion: Findings suggest that exposure to early-life stress from caregivers and peers are differentially associated with alterations of neural pathways connecting the frontal, temporal and occipital cortices involved in cognitive and affective control, with possible links to their atypical social cognition. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a Turkish adaptation of the Peer Attitudes Toward Children Who Stutter (PATCS-TR) scale and analyse its validity and reliability. The study sample included 844 children from grades 3 to 6. Exploratory and confirmatory factor analyses were conducted to test the construct validity of the PATCS-TR. To test the reliability of the scale, Cronbach's alpha, test–retest reliability, and average variance extracted were calculated. A split-half test was also conducted for reliability analysis. A t-test and one-way analysis of variance (ANOVA) were used to determine whether the scores on the scale and its subscales differed in terms of demographic features. The 29-item PATCS-TR maintained the three-factor structure of the original scale and demonstrated construct validity. The test–retest reliability of the scale was.802. When the 29 items were divided into two groups, Cronbach's alpha for the items in the first and second groups was.904 and.926, respectively, indicating high reliability for the scale. The present study revealed no effect of gender or meeting someone who stutters on peer attitudes toward stuttering. However, as age and grade level increased, attitudes toward stuttering became more positive. The PATCS-TR scale can be used as a valid and reliable tool to assess Turkish school-age children's attitude toward peers who stutter. Analysis of the three subscales may help in designing classroom-based peer education programs in the future. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Research in Sports Science is the property of Aves Yayincilik Ltd. STI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to examine the relationship between high school students' compassionate love levels and peer bullying behaviors. The sample of the research consists of a total of 560 high school students attending the 9th, 10th and 11th grades of Anatolian High School and Vocational and Technical Anatolian High School in Kağıthane district of Istanbul province in the 2020-2021 academic year. Personal Information Form, Compassionate Love Scale and Peer Bullying Scale Adolescent Form were used to collect data. In this research, the relational scanning model, one of the descriptive research types, was used. Pearson Product-Moment Correlation Coefficient was used to examine the relationship between Compassionate Love Scale Scores and Peer Bullying, Bully-Victim Subscale Scores and Total Scores, and Regression Analysis was used to test the effect of independent variables on the dependent variable. As a result of the research, it was determined that there was a weak, statistically significant negative relationship between high school students' compassionate love levels and being victims of peer bullying. The Regression Analysis of the Compassionate Love Scale scores with the peer bullying victim scale scores was found to be significant. Compassionate Love Scale scores explain 4% of the variance in peer bullying victim subscale scores.

Copyright of Online Journal of Recreation & Sports is the property of Online Journal of Recreation & Sports and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TAY Journal / Türk Akademik Yayınlar Dergisi is the property of Turk Akademik Yayinlar Dergisi (TAY Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study aims to determine the frequency of peer bullying and being exposed to bullying in adolescents and the factors associated with these behaviors. Methods: This cross-sectional study was carried out in a high school between February 2016 and November 2017. The study population was 203students. The 2013-2014 version of the questionnaire form (HBSCQ) used in the Health Behavior in School-aged Children study of the World Health Organization was used as the measurement tool. Chi-square, Fisher’s Exact Test, Mann-Whitney U test were used in univariate analyses. Logistic regression analysis was used to show the effect of social support to bullying. Results: The frequency of being exposed to peer bullying was 19.8%, and performing bullying was 23.7%.Being exposed to peer bullying was observed with a higher rate in those who migrated from another city (p=0.031). The average peer support score (p=0.001), family support score (p=0.039), and family communication score (p=0.028) were significantly lower in those who were exposed to bullying. The behavior of bullying was observed with a significantly higher rate in those with fewer siblings (p=0.028), had negative opinions about the school (p=0.024) and involved in a physical fight (p=0.001). According to the logistic regression analysis results, family support score was found to be protective against exposure to bullying. The protective effect of family communication and peer support scores continued to be significant after the adjustment. Conclusion: The results of this study highlight the efficiency of social support in addressing and mitigating the effects of bullying among adolescents. School health programs should involve collaboration between teachers, administrators, parents, and students to create a unified approach to tackling bullying. [ABSTRACT FROM AUTHOR]

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Depressive and anxiety symptoms affect about one-fourth of Chinese secondary school students. However, the prevalence and correlates of mental distress among secondary school students from Western China remain largely unexplored. This study aimed to examine the prevalence and associations of depressive and anxiety symptoms with demographic, family, school, life, and behavior factors in a large, representative sample of secondary school students in Zigong, a city in Western China. Methods Secondary school students were recruited using cluster sampling. The 9-item Patient Health Questionnaire, the 7-item Generalized Anxiety Disorder Questionnaire, Multidimensional Peer-Victimization Scale, the Pittsburgh Sleep Quality Index, and Nine-Item Internet Gaming Disorder Scale-Short Form were used. Descriptive statistic was used to describe the sociodemographic characteristics of participants. The clustering effect was adjusted by the “survey” package of R to calculate weighted prevalence. Univariate and multivariate logistic regression were used to explore associated factors of depression and anxiety, respectively. Results A total of 63,205 participants were involved, in which the weighted prevalence of depression in all subjects was 23.0% (95% CI: 19.6- 27.0%), and the weighted prevalence of anxiety was 13.9% (95% CI: 11.2- 17.0%). Logistic regression results showed girls, being single-child, non-nuclear family, peer bullying, sleep disturbance, and internet gaming disorder symptoms were positively associated with depressive and anxiety symptoms. Conclusion Depressive and anxiety symptoms were prevalent among secondary school students in Western China. Our results can guide policy strategies for the assessment, prevention, and intervention of psychological status among Chinese secondary school students.

OBJECTIVE: Depression affects adolescents worldwide and often predicts more serious disease manifestations in later lifetimes. Peer victimization or bullying, another form of child abuse, increases symptoms of depression. In this paper, the relationship between peer bullying and depression in adolescence was investigated. SUBJECTS AND METHODS: Each adolescent who was admitted to the adolescent unit completed forms referred to as the 'Depression Scale For Children' and the 'Multidimensional Peer Victimization Scale'. Sociodemographic features and results of the scales' evaluation were studied. SPSS 16.0 program was used for statistical analysis. The p-value below 0.05 was considered statistically significant. RESULTS: 239 adolescents, 120 of whom were male, were investigated. A positive relationship was determined among total and subscale scores of peer victimization-determining scale and depression scale scores. A negative relationship was determined between height, weight, age of the child, and sub-scale score of threat/intimidation. Both the total score of the peer victimization-determining scale and subscale scores of ridicule, open attack, and relational attack pertaining to patients with depression proved to be significantly higher than in those without depression. CONCLUSIONS: The awareness of educators and parents, notably adolescents, must be raised in regard to peer victimization, and activities for increasing the communicative skills of adolescents and for allowing them to be able to express their emotions should also be performed. Identifying and preventing peer victimization, one of the causes of depression, and launching the treatment process for this are the first steps to be taken in terms of a healthy adulthood. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Institute of Social Sciences Cankiri Karatekin University / Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Cankiri Karatekin University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Peer bullying in the preschool period refers to the situation in which young children behave aggressively towards each other and these behaviors have negative effects on other children. This type of bullying behavior occurs when there is an imbalance of power and one child repeatedly engages in aggressive actions such as harming, threatening, teasing, or excluding another. This type of bullying can also be seen in preschool children's social interactions and games. For example, situations such as a child insulting another child in the game, excluding him from the game, or cheating in the game are examples of peer bullying. This type of behavior in children can often be difficult to understand and can manifest in different ways. Parents and educators should recognize such situations and take necessary precautions to support children's emotional and social development. Emphasizing values such as empathy, sharing and respect in education can help children develop their emotional skills and contribute to the prevention of peer bullying. It is also important to teach children empathy, cooperation and conflict resolution skills. The aim of this study is to comprehensively and holistically analyze the studies conducted on peer bullying in the preschool period in Turkey between 2019 and 2023, to determine the trend in the field of peer bullying in the preschool period, and to reveal the similarities and differences of the studies conducted on peer bullying in the preschool period. is to put. Within the scope of the study, the data obtained from the articles examined with the content analysis technique were analyzed using descriptive statistical methods (percentage and frequency analysis). According to the main findings, the studies discussed were mostly in the article type, the most studies were published in 2021, the most used keyword in the studies was preschool, quantitative research was more preferred, scales were used the most as a data collection tool, and the sample was mostly It was concluded that children were selected and One-Way ANOVA was mostly used as the data analysis technique. [ABSTRACT FROM AUTHOR]

This study primarily aimed to examine whether high school students' exposure to teacher violence and peer bullying predicts their aggressive behaviors and attitudes toward school. The study group of the research included a total of 880 secondary education students (473 girls, 407 boys) (mean age: 16.26) studying in different cities of Turkey. The research utilized measures including "Personal Information Form," "Teacher Violence Scale," "Peer Bullying Scale Adolescent Form," "Aggressive Behavior Scale," and "School Attitude Scale." The analyses performed showed that the variables exposure to teacher violence (β=.304) and peer bullying (β=.281) explained 26% of students' aggression variance. Similarly, exposure to teacher violence (β= −.302) and exposure to peer bullying (β= −.109) predicted students' school attitudes by 14%. The findings were discussed in line with the relevant literature. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sports Sciences Research / Spor Bilimleri Araştırmaları Dergisi is the property of Journal of Sport Sciences Researches / Spor Bilimleri Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational practitioners are encouraged to utilize effective teaching methods to improve their students' academic skills and achievement. However, the effect of such methods may differ in relation to students' individual and environmental characteristics. The purpose of this study is to examine the mediating role of reading self-concept and the moderating role of peer bullying in the relationship between adaptive instruction and reading achievement. The study was conducted using the Turkey data from PISA 2018. The hypothesized model was tested using basic mediation analysis and conditional process analysis. The results show that adaptive instruction positively affects both students' reading achievement and reading self-concept. It also reveals that reading self-concept plays a mediating role in the relationship between adaptive instruction and reading achievement. Furthermore, peer bullying takes a moderating role in the relationships among adaptive instruction and reading achievement and reading self-concept. Notably, the positive effect of adaptive instruction on students' reading achievement and reading self-concept diminishes with increasing exposure to peer bullying. These results reveal that although effective teaching methods and techniques can significantly contribute to students' reading achievement and self-concept, these methods alone may not be sufficient to increase the effectiveness of teaching and ensure desired outcomes. Educators and policymakers must consider the social dynamics within the school and the relationships between students, as these factors can modulate the efficacy of teaching methods on student outcomes. [ABSTRACT FROM AUTHOR]

The objective of this study was to explore preschool teachers' experiences with bullying behaviors in the classroom, their strategies for managing such behaviors, and to provide recommendations for addressing peer bullying in the classroom. Key findings from the research include: A high percentage (90.3%) of teachers reported encountering peer bullying in their classrooms. The most frequently observed types of bullying were verbal (65.6%), followed by physical (16.9%), and psychological (17.4%) bullying. Female students tended to engage more in psychological peer bullying, whereas male students were more inclined toward physical bullying. The incidence of physical and verbal bullying increased as children grew older. One of the primary approaches employed by teachers in dealing with bullying was changing classroom management practices and promoting empathy among students. Implementing a values education program within classroom activities was suggested as a way to enhance the effectiveness of anti-bullying efforts. These findings highlight the importance of addressing peer bullying in early childhood education and fostering positive classroom environments that promote empathy and values education. The study also emphasizes the need for teacher training and support to effectively manage and prevent bullying behaviors among young children. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)