School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.25758/set.1134 |
Resumo: | Introduction – Bullying can be defined as aggressive, intentional, and repeated actions over a period of time. Several studies have examined the prevalence of bullying among students from various countries showing that this is an international problem, involving at least one in ten students. Objectives – Characterize the bullying actions in the school environment, the student role, and the feelings associated with these actions and identify the characteristics of the offender. Methods – The sample was composed of 519 students, enrolled in two schools in southern Portugal. Each student was invited to fill out an anonymous questionnaire, describing one situation of bullying, that they have experienced, their role, and feelings about this situation. Results – The results revealed a prevalence of 61.7% cases of physical aggression and 29.7% of the verbal allocation. 12.7% of students were aggressors, 21.8% were victims and 63.6% were witnesses. 10.6% reported feeling well, 11% showed indifference and 78.4% of students felt bad. It was found that for each year the student increases 1.5 times the probability to be the aggressor and the boys have 5.2 times more likely to come into the role of aggressor in a situation of bullying. Conclusion – The present study found that all students were involved in one school bullying situation, most of the time as a witness, with physical aggression and felt bad about it. The boys and older students were more likely to play the role of aggressor in a bullying situation. |
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School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve regionBullying escolar – Intervenientes, ações e sentimentos associados: um estudo com alunos do 2º e 3º ciclos da região do AlgarveBullyingAdolescentesEscolaPortuguesesBullyingAdolescentsSchoolPortugueseIntroduction – Bullying can be defined as aggressive, intentional, and repeated actions over a period of time. Several studies have examined the prevalence of bullying among students from various countries showing that this is an international problem, involving at least one in ten students. Objectives – Characterize the bullying actions in the school environment, the student role, and the feelings associated with these actions and identify the characteristics of the offender. Methods – The sample was composed of 519 students, enrolled in two schools in southern Portugal. Each student was invited to fill out an anonymous questionnaire, describing one situation of bullying, that they have experienced, their role, and feelings about this situation. Results – The results revealed a prevalence of 61.7% cases of physical aggression and 29.7% of the verbal allocation. 12.7% of students were aggressors, 21.8% were victims and 63.6% were witnesses. 10.6% reported feeling well, 11% showed indifference and 78.4% of students felt bad. It was found that for each year the student increases 1.5 times the probability to be the aggressor and the boys have 5.2 times more likely to come into the role of aggressor in a situation of bullying. Conclusion – The present study found that all students were involved in one school bullying situation, most of the time as a witness, with physical aggression and felt bad about it. The boys and older students were more likely to play the role of aggressor in a bullying situation.Introdução – O bullying pode ser definido como atitudes agressivas, intencionais e repetidas durante um período de tempo. Diversos estudos verificaram a prevalência de bullying entre estudantes de vários países e demonstraram que este é um problema internacional e que pelo menos um em cada dez estudantes está envolvido numa situação de bullying. Objetivos – Caracterizar as situações de bullying no ambiente escolar, o papel do estudante, os sentimentos associados a essas ações e identificar as características do agressor. Métodos – A amostra foi constituída por 519 alunos matriculados em duas escolas da região sul de Portugal que preencheram um questionário anónimo sobre uma situação de bullying que vivenciaram, descrevendo o papel do aluno e o que sentiram nesta situação. Resultados – Os resultados revelaram que em 61,7% dos casos se tratou de agressão física e 29,7% de agressão verbal. Desempenharam o papel de agressores 12,7% dos alunos, 21,8% foram vítimas e 63,6% foram testemunhas desta situação. 10,6% dos alunos relataram sentir bem, 11% mostraram indiferença e 78,4% dos alunos sentiram-se mal com a situação de bullying. Verificou-se que, com o avanço da idade, o estudante aumentava em 1,5 vezes a probabilidade de desempenhar o papel de agressor e os rapazes apresentavam 5,2 vezes mais probabilidades de vir a ser agressor numa situação de bullying. Conclusão – O presente estudo verificou que a maioria dos alunos participou de uma situação de bullying escolar como testemunha, sendo os casos mais comuns de agressão física. A maioria dos alunos sentiu-se mal com essa situação. Os rapazes e os alunos com mais idade tiveram mais probabilidade de vir a desempenhar o papel de agressor numa situação de bullying.Escola Superior de Tecnologia da Saúde de Lisboa (Instituto Politécnico de Lisboa)2022-09-07info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.25758/set.1134oai:journals.ipl.pt:article/632Saúde e Tecnologia; No. 12 (2014): Novembro 2014; 33-40Saúde & Tecnologia; N.º 12 (2014): Novembro 2014; 33-401646-9704reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://journals.ipl.pt/stecnologia/article/view/632https://doi.org/10.25758/set.1134https://journals.ipl.pt/stecnologia/article/view/632/527Direitos de Autor (c) 2022 Saúde & Tecnologiainfo:eu-repo/semantics/openAccessMinghelli, BeatrizNunes, CarlaAbílio, Filipa2022-12-20T10:59:05Zoai:journals.ipl.pt:article/632Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:25.862927Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region Bullying escolar – Intervenientes, ações e sentimentos associados: um estudo com alunos do 2º e 3º ciclos da região do Algarve |
title |
School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region |
spellingShingle |
School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region Minghelli, Beatriz Bullying Adolescentes Escola Portugueses Bullying Adolescents School Portuguese |
title_short |
School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region |
title_full |
School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region |
title_fullStr |
School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region |
title_full_unstemmed |
School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region |
title_sort |
School bullying – Actors, actions and associated feelings: a study with students from 2nd and 3rd cycles of the Algarve region |
author |
Minghelli, Beatriz |
author_facet |
Minghelli, Beatriz Nunes, Carla Abílio, Filipa |
author_role |
author |
author2 |
Nunes, Carla Abílio, Filipa |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Minghelli, Beatriz Nunes, Carla Abílio, Filipa |
dc.subject.por.fl_str_mv |
Bullying Adolescentes Escola Portugueses Bullying Adolescents School Portuguese |
topic |
Bullying Adolescentes Escola Portugueses Bullying Adolescents School Portuguese |
description |
Introduction – Bullying can be defined as aggressive, intentional, and repeated actions over a period of time. Several studies have examined the prevalence of bullying among students from various countries showing that this is an international problem, involving at least one in ten students. Objectives – Characterize the bullying actions in the school environment, the student role, and the feelings associated with these actions and identify the characteristics of the offender. Methods – The sample was composed of 519 students, enrolled in two schools in southern Portugal. Each student was invited to fill out an anonymous questionnaire, describing one situation of bullying, that they have experienced, their role, and feelings about this situation. Results – The results revealed a prevalence of 61.7% cases of physical aggression and 29.7% of the verbal allocation. 12.7% of students were aggressors, 21.8% were victims and 63.6% were witnesses. 10.6% reported feeling well, 11% showed indifference and 78.4% of students felt bad. It was found that for each year the student increases 1.5 times the probability to be the aggressor and the boys have 5.2 times more likely to come into the role of aggressor in a situation of bullying. Conclusion – The present study found that all students were involved in one school bullying situation, most of the time as a witness, with physical aggression and felt bad about it. The boys and older students were more likely to play the role of aggressor in a bullying situation. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-07 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.25758/set.1134 oai:journals.ipl.pt:article/632 |
url |
https://doi.org/10.25758/set.1134 |
identifier_str_mv |
oai:journals.ipl.pt:article/632 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://journals.ipl.pt/stecnologia/article/view/632 https://doi.org/10.25758/set.1134 https://journals.ipl.pt/stecnologia/article/view/632/527 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2022 Saúde & Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2022 Saúde & Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Escola Superior de Tecnologia da Saúde de Lisboa (Instituto Politécnico de Lisboa) |
publisher.none.fl_str_mv |
Escola Superior de Tecnologia da Saúde de Lisboa (Instituto Politécnico de Lisboa) |
dc.source.none.fl_str_mv |
Saúde e Tecnologia; No. 12 (2014): Novembro 2014; 33-40 Saúde & Tecnologia; N.º 12 (2014): Novembro 2014; 33-40 1646-9704 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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