Анализа повезаности вршњачког насиља и досаде у Србији: ПИСА 2022
Ključne reči:
вршњачко насиље, досада, дистракција, одбацивање задатака и интересовања
Sažetak
У раду се испитује повезаност облика вршњачког насиља са присуством осећаја досаде у школском окружењу Републике Србије на основу података добијених из ПИСА 2022 истраживања. Последице претрпљеног вршњачког насиља су веома негативне и дуготрајне и одражавају се на све аспекте живота ученика: академске, психолошке, здравствене, социјалне итд. Стога је важно испитивати факторе повезане са њим у циљу сузбијања и превенције свих облика агресије у школама, укључујући и вршњачко насиље. Новија истраживања показала су позитивну повезаност осећаја досаде са вршњачким насиљем. У овом раду коришћени су подаци ПИСА истраживања са територије Републике Србије. Узорком је обухваћено 6.413 ученика из 181 школе. Уз упитника за ученике су одабранe две групе ставова којима је мерена учесталост насиља с једне стране и осећаја досаде, с друге. Факторском анализом издвојени су фактори насиља: релацијско и физичко са вербалним, док су код осећаја досаде издвојена такође два фактора: дистракција и одбацивање задатака/интересовања. Даљом анализом утврђено је да између ових фактора постоји значајна позитивна веза, нарочито између досаде и физичког са вербалним насиљем. Овакви налази указују на потребу образовног система да препознаје ученике са испољавањем виших нивоа досаде јер су у ризику од испољавања агресије и вршњачког насиља. Такође, у образовним стратегијама пожељно је планирати и примењивати различите методе и поступке које су се показале ефикасним у смањењу досаде код ученика.
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Pavlović Babić, D., Baucal, A. (2013). Inspiriši me, podrži me, PISA 2012 u Srbiji: prvi rezultati. Beograd: Institut za psihologiju Filozofskog fakulteta u Beogradu i Centar za primenjenu psihologiju, 7.
Pfattheicher, S., Lazarević, B. LJ., Nielsen Asbjørn, Y., Westgate, C. E., Krstić, K., & Schindler, S. (2023). I enjoy hurting my classmates: On the relation of boredom and sadism in schools. Journal of School Psychology, 96, 41-56. https://doi.org/10.1016/j.jsp.2022.10.008
Qamar, S., Farid, M. F., & Parveen, S. (2023). Bullying in Schools: Students’ Insights. Global Sociological Review, 7 (4), 1-7.
Radeljić, М., Selimović H., Opić,S., Mulaosmanović,N., & Selimović, Z. (2020). The Impact of Creative Teaching Approach on Reducing Boredom in Teaching Process. Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 22 (1), 143-173. https://doi.org/10.15516/CJE.V22I1.3553
Rideout, V., & Robb, M. B. (2019). The Common Sense census: Media use by tweens and teens, 2019. San Francisco, CA: Common Sense Media.
Rigby, K. (2003). Consequences of Bullying in Schools. The Canadian Journal of Psychiatry, 48, 583 - 590. https://doi.org/10.1177/070674370304800904
Schwartzе, М.М., Frenzel., C.A., Goetz, T., Marx, C.G.A., Reck, C.,Pekrun,R., Reinhard, & Fiedler, D. (2020). Excessive boredom among adolescents: A comparison between low and high achievers. PLOS ONE, (3), 1-12. https://doi.org/10.1371/JOURNAL.PONE.0241671
Sharp, J. G., Zhu, X., Matos, M., & Sharp, J. C. (2021). The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement. Journal of Further and Higher Education, 45(9), 1253–1280. https://doi.org/10.1080/0309877X.2021.1947998
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Sidebotham, C. (2019) A healthy dose of boredom. InnovAiT, 12(2), 105-106. https://doi.org/10.1177/1755738016687595
Singh, S. & Kaur, R. (2015). Problems of frustration, aggression and low self- esteem among adolescents. International Journal of Multidisciplinary Research and Development, 2(3), 901-904.
Tadić, V., i Kordić, B. (2024). Školska klima kao faktor bezbednosti u školama. Nastava i vaspitanje, 73(1), 5-16.
Vasileia, V., Vasiou, A., Stavropoulos, V., & Vasiliki, C. (2017). The Relationship between Boredom, Interpersonal Closeness / Bullying and Victimization in the School Environment. Psychology and Behavioral Science International Journal, 6 (3), 1-5.
Wegner, L. (2011). Through the lens of a peer: understanding leisure boredom and risk behaviour in adolescence. South African Journal of Occupational Therapy, 41 (1). 18-24.
Woods, S., &Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, 42 (2), 135-155, http://dx.doi.org/10.1016/j.jsp.2003.12.002.
Zakon o osnovama sistema obrazovanja i vaspitanja (2023). Službeni glasnik Republike Srbije, br. 88/2017.
Zhao, J., Chen, S., Xie, X., Wang, J., & Wang, X. (2022). Boredom Proneness and Online Deviant Behaviors: The Mediating Role of Rumination and the Moderating Role of Gender. Behavioral Sciences, 12(11), 455. https://doi.org/10.3390/bs12110455
Archer, J., & Coyne, S. (2005). An Integrated Review of Indirect, Relational, and Social Aggression. Personality and Social Psychology Review, 9, 212 - 230. https://doi.org/10.1207/s15327957pspr0903_2.
Avtar, S., W. (1981). Susceptibility to Boredom and Deviant Behavior at School. Psychological Reports, 48(3), 901-902. https://doi.org/10.2466/PR0.1981.48.3.901
Chansaengsee, S. (2023). Boredom in online activity during COVID-19 outbreak causing dysfunctional behaviors of adolescent students: phenomenological study to the creation of virtual reality classroom. European Journal of Psychology of Education, 38, 1749–1770. https://doi.org/10.1007/s10212-022-00673-2
Estévez, E., Ingles, C., & Martínez-Monteagudo, M. (2013). School Aggression: Effects of Classroom Environment, Attitude to Authority and Social Reputation Among Peers. European Journal of Investigation in Health, Psychology and Education, 3, 15-28. https://doi.org/10.3390/ejihpe3010002
Faradisa, N. F. (2024). Penerapan Teknik Self Management Untuk Menurunkan Kejenuhan Belajar Siswa Kelas VII. Kreativasi : Journal of Community Empowerment, 2(4), 424–435. https://doi.org/10.33369/kreativasi.v2i4.31355
Fleming, L., & Jacobsen, K. (2010). Bullying among middle-school students in low and middle income countries. Health promotion international, 25 1, 73-84 . https://doi.org/10.1093/heapro/dap046
Furlong, M. J., Smith, D. C., Springer, T., & Dowdy, E. (2021). Bored with school! Bored with life? Well-being characteristics associated with a School Boredom Mindset. Journal of Positive School Psychology, 5(1), 42–64. https://doi.org/10.47602/jpsp.v5i1.261
Graham, S., (2016). Victims of Bullying in Schools. Theory Into Practice, 55, 136 - 144. https://doi.org/10.1080/00405841.2016.1148988
Khavula, R. M. (2022). Psychological causes and factors of boredom in adolescence. Scientific Bulletin of Uzhhorod National University. Series: Psychology, (1), 121-125. https://doi.org/10.32782/psy-visnyk/2022.1.23
Kovačić, Z.J. (1998) Multivarijaciona analiza. Beograd: Ekonomski fakultet
Liu, H., Li, J., & Fang, F. (2022). Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students. Sustainability, 14, 1692. https://doi.org/10.3390/su142416920
Ma, C., Ma, Y.F., Wang, Y., & Lan, X. (2023). Bullying Victimization and Internalizing Problems among Adolescents: A Moderated Mediation Model of Peer Autonomy Support and Self-Esteem. Journal of Genetic Psychology, 1-18. https://doi.org/10.1080/00221325.2023.2252478
Macklem, G.L., (2015). The Academic Emotion of Boredom: The Elephant in the Classroom . In: Boredom in the Classroom. SpringerBriefs in Psychology, vol 1. Springer, Cham. 1-10. https://doi.org/10.1007/978-3-319-13120-7_1
Man, X., Liu, J., & Xue, Z. (2022). Effects of Bullying Forms on Adolescent Mental Health and Protective Factors: A Global Cross-Regional Research Based on 65 Countries. International Journal of Environmental Research and Public Health, 19(4), 2374. https://doi.org/10.3390/ijerph19042374
Martarelli, C., & Jost N. (2023). Methodological approaches to boredom and its measurement. In M. Bieleke, W. Wolff & C. S. Martarelli (Eds.), The Routhledge International Handbook of Boredom (pp. 30-45). Routhledge. https://doi.org/10.31234/osf.io/62xr7
Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19 (2), 221-242. http://dx.doi.org/10.1111/j.1467-9507.2009.00539.x.
OECD (2017). PISA 2015 Results (Volume III): Students' Well-Being, PISA, OECD Publishing, 133. https://doi.org/10.1787/9789264273856-en
OECD (2019). PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, 46. https://doi.org/10.1787/cd52fb72-en
OECD (2023). PISA 2022 Results (Volume II): Learning During – and From – Disruption, PISA, OECD Publishing, 95-96. https://doi.org/10.1787/a97db61c-en
Özcan, Ö. (2024). Peer bullying tendencies of school children: The role of demographic, health-related, and school-related factors. Journal of Pediatric Nursing, (78), 31-36. https://doi.org/10.1016/j.pedn.2024.05.031
Parthi, K., & Gupta, R. (2017). Academics and Boredom Proneness. IAHRW International Journal of Social Sciences Review, 5, 213-216.
Pavlović Babić, D., Baucal, A. (2013). Inspiriši me, podrži me, PISA 2012 u Srbiji: prvi rezultati. Beograd: Institut za psihologiju Filozofskog fakulteta u Beogradu i Centar za primenjenu psihologiju, 7.
Pfattheicher, S., Lazarević, B. LJ., Nielsen Asbjørn, Y., Westgate, C. E., Krstić, K., & Schindler, S. (2023). I enjoy hurting my classmates: On the relation of boredom and sadism in schools. Journal of School Psychology, 96, 41-56. https://doi.org/10.1016/j.jsp.2022.10.008
Qamar, S., Farid, M. F., & Parveen, S. (2023). Bullying in Schools: Students’ Insights. Global Sociological Review, 7 (4), 1-7.
Radeljić, М., Selimović H., Opić,S., Mulaosmanović,N., & Selimović, Z. (2020). The Impact of Creative Teaching Approach on Reducing Boredom in Teaching Process. Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 22 (1), 143-173. https://doi.org/10.15516/CJE.V22I1.3553
Rideout, V., & Robb, M. B. (2019). The Common Sense census: Media use by tweens and teens, 2019. San Francisco, CA: Common Sense Media.
Rigby, K. (2003). Consequences of Bullying in Schools. The Canadian Journal of Psychiatry, 48, 583 - 590. https://doi.org/10.1177/070674370304800904
Schwartzе, М.М., Frenzel., C.A., Goetz, T., Marx, C.G.A., Reck, C.,Pekrun,R., Reinhard, & Fiedler, D. (2020). Excessive boredom among adolescents: A comparison between low and high achievers. PLOS ONE, (3), 1-12. https://doi.org/10.1371/JOURNAL.PONE.0241671
Sharp, J. G., Zhu, X., Matos, M., & Sharp, J. C. (2021). The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement. Journal of Further and Higher Education, 45(9), 1253–1280. https://doi.org/10.1080/0309877X.2021.1947998
Sharp, J.G., Zhu, X., Matos M. & Sharp C.J. (2021). The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement. Journal of Further and Higher Education, 45 (9), 1253-1280. https://doi.org/10.1080/0309877X.2021.1947998
Sidebotham, C. (2019) A healthy dose of boredom. InnovAiT, 12(2), 105-106. https://doi.org/10.1177/1755738016687595
Singh, S. & Kaur, R. (2015). Problems of frustration, aggression and low self- esteem among adolescents. International Journal of Multidisciplinary Research and Development, 2(3), 901-904.
Tadić, V., i Kordić, B. (2024). Školska klima kao faktor bezbednosti u školama. Nastava i vaspitanje, 73(1), 5-16.
Vasileia, V., Vasiou, A., Stavropoulos, V., & Vasiliki, C. (2017). The Relationship between Boredom, Interpersonal Closeness / Bullying and Victimization in the School Environment. Psychology and Behavioral Science International Journal, 6 (3), 1-5.
Wegner, L. (2011). Through the lens of a peer: understanding leisure boredom and risk behaviour in adolescence. South African Journal of Occupational Therapy, 41 (1). 18-24.
Woods, S., &Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, 42 (2), 135-155, http://dx.doi.org/10.1016/j.jsp.2003.12.002.
Zakon o osnovama sistema obrazovanja i vaspitanja (2023). Službeni glasnik Republike Srbije, br. 88/2017.
Zhao, J., Chen, S., Xie, X., Wang, J., & Wang, X. (2022). Boredom Proneness and Online Deviant Behaviors: The Mediating Role of Rumination and the Moderating Role of Gender. Behavioral Sciences, 12(11), 455. https://doi.org/10.3390/bs12110455
