Vezanost za školu kod učenika koji imaju različite uloge u vršnjačkom nasilju
Sažetak
Uvažavajući empirijske potvrde o povezanosti vršnjačkog nasilja i nivoa vezanosti učenika za školu, izvedena je polazna istraživačka pretpostavka da su učenici koji ne učestvuju u vršnjačkom nasilju privrženiji i posvećeniji školi nego učenici koji su nasilnici, žrtve ili nasilnici-žrtve. U cilju utvrđivanja eventualnih razlika u nivou socijalne vezanosti za školu među učenicima koji imaju različite uloge u vršnjačkom nasilju, sprovedeno je anketno ispitivanje na uzorku od 1012 učenika starijih razreda iz 12 beogradskih osnovnih škola, prosečne starosti 12.9 godina. Istraživački rezultati su pokazali da su učenici osnovnih škola u relativno visokom stepenu posvećeni i privrženi školi, pri čemu se viši nivoi vezanosti beleže kod devojčica i učenika nižih razreda. Između vezanosti za školu i ispoljavanja vršnjačkog nasilja utvrđene su statistički značajne negativne korelacije koje ukazuju da učenici koji su vezaniji za školu u manjem stepenu ispoljavaju nasilno ponašanje. Rezultati jednosmerne analize varijanse su potvrdili postojanje značajnih razlika između učenika koji imaju različite uloge u vršnjačkom nasilju, pri čemu su post hoc testovi ukazali da su nasilnici i nasilnici-žrtve značajno manje vezani za školu nego žrtve nasilja i učenici koji ne učestvuju u nasilju. Dodatno, utvrđene su značajne polne i uzrasne razlike na nivou uloga u vršnjačkom nasilju.
Reference
Ayers, C. D., Williams, J. H., Hawkins, J. D., Peterson, P. L., Catalano, R. F., & Abbott, R. D. (1999). Assessing correlates of onset, escalation, deescalation, and desistance of delinquent behavior. Journal of Quantitative Criminology, 15, 277–307.
Battistich, B., & Hom, A. Z. (1997). The relationship between students’ sense of their school as a community and their involvement in problem behaviors. American Journal of Health, 87(12), 1997-2001.
Bradshaw, C. P., Debnam, K. J., Martin, L. & Gill, R. (2006). Assessing rates and characteristics of bullying through an internet-based survey system. Proceedings of Persistently Safe Schools 2006: Collaborating with Students, Families, and Communities (pp. 147-157). Washington, DC: Hamilton Fish Institute.
Catalano, R. F., & Hawkins, J. D. (1996). The social development model: A theory of antisocial behavior. In J. D. Hawkins (Ed.), Delinquency and crime: Current theories (pp. 149-197). New York, NY: Cambridge University Press.
Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74(7), 252-261.
Catalano, R., Kosterman, R., Hawkins, J. D., Newcomb, M. D., & Abbott, R. D. (1996). Modeling the etiology of adolescent substance use: A test of the social development model. Journal of Drug Issues, 26(2), 429–455.
Catalano, R. F., Park, J., Harachi, T. W., Haggerty, K. P., Abbott, R. D., & Hawkins, J. D. (2005). Mediating the effects of poverty, gender, individual characteristics, and external constraints on antisocial behavior: A test of the Social Development Model and implication for developmental life-course theory. In D. P. Farrington (Ed.), Integrated developmental and life-course theories of offending (pp. 93-123). New Brunswick, NJ: Transaction Publishers.
Cunningham, N. J. (2007). Level of bonding to school and perception of the school environment by bullies, victims, and bully-victims. The Journal of Early Adolescence, 27(4), 457-478.
Gojković, V., Vukičević, L. (2011). Vršnjačko nasilje – buling kod učenika srednjih škola. Zbornik Instituta za kriminološka i sociološka istraživanja, 30(1-2), 199-218.
Hawkins, J. D., Guo, J., Hill, K. G., Battin-Pearson, S., & Abbott, R. D. (2001). Long-term effects of the social development intervention on school bonding trajectories. Applied Developmental Science, 5(4), 225-236.
Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., et al. (2001). Bullies, victims, and bully victims: Distinct groups of at-risk youth. Journal of Early Adolescence, 21(1), 29-50.
Herrenkohl, T. I., Hill, K. G., Chung, I., Guo, J., Abbott, R. D., & Hawkins, J. D. (2003). Protective factors against serious violent behavior in adolescence: A prospective study of aggressive children. Social Work Research, 27(3), 179-191.
Jovanović, V., Jerković, I. (2011). Zadovoljstvo školom kod učenika srednjih škola – povezanost sa školskim uspehom i indikatorima mentalnog zdravlja. Psihologija, 44(3), 211-224.
Juvonen, J., Graham, S., & Shuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112(6), 1231-1237.
Lipsey, M. W., & Derzon, J. H. (1998). Predictors of violent or serious delinquency in adolescence and early adulthood: A synthesis of longitudinal research. In R. Loeber, & D. Farrington (Eds.), Serious and violent juvenile offenders: Risk factors and successful interventions (pp. 86-105). Thousand Oaks, CA: Sage Publications.
Lonczak, H. S., Abbott, R. D., Hawkins, J. D., Kosterman, R., & Catalano, R. F. (2002). Effects of the Seattle Social Development Project on sexual behavior, pregnancy, birth, and sexually transmitted disease outcomes. Archives of Pediatrics and Adolescent Medicine, 156(5), 438-447.
Ma, X. (2002). Bullying in middle school: Individual and school characteristics of victims and offenders. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 13(1), 63-89.
Maddox, S. J. & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31-49.
Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students perceptions of family and school context with academic achievement. Psychology in the Schools, 38(6), 505-519.
McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74(7), 284-292.
O’Donnell, J., Hawkins, J. D., & Abbott, R. D. (1995). Predicting serious delinquency and substance use among aggressive boys. Journal of Consulting and Clinical Psychology, 63(4), 529-537.
Oelsner, J., Lippold, M. A., Greenberg, M. T. (2011). Factors influencing the development of school bonding among middle school students. Journal of Early Adolescence, 31(3), 463-487.
Olweus, D. (2003). A profile of bullying at school. Educational Leadership, 60(6), 12-17.
Pavlović, M., Žunić-Pavlović, V. (2008). Planiranje školskih programa prevencije vršnjačkog nasilja. Nastava i vaspitanje, 57(3), 318-337.
Pellegrini, A. D., & Bartini, M. (2000). A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school. American Educational Research Journal, 37(3), 699-725.
Popadić, D., Plut, D. (2007). Nasilje u osnovnim školama u Srbiji – oblici i učestalost. Psihologija, 40(2), 309-328.
Popović-Ćitić, B. (2008). Prevencija nasilnog ponašanja učenika u školskoj sredini (neobjavljena doktorska disertacija). Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.
Popović-Ćitić, B. (2009). Nasilno ponašanje učenika beogradskih škola. Beogradska defektološka škola, 2, 121-139.
Popović-Ćitić, B. & Jolić, Z. (2009a). Bullies, victims, and bully-victims: Differences in level of social bonding. In R. Zukauskiene (Ed.), Proceedings of the XIV European Conference on Developmental Psychology ECDP (pp. 463-468). Bologna, Italy: Medimond International Proceedings.
Popović-Ćitić, B., Jolić, Z. (2009b). Uticaj socijalnog vezivanja na nasilno ponašanje učenika. XV naučni skup: Empirijska istraživanja u psihologiji (str. 35-36). Beograd: Filozofski fakultet Univerziteta u Beogradu, Institut za psihologiju, Laboratorija za eksperimentalnu psihologiju.
Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. Journal of the American Medical Association, 278(10), 823-832.
Roviš, D., Bezinović, P. (2011). Vezanost za školu – analiza privrženosti školi i predanosti školskim obvezama kod srednjoškolaca. Sociologija i prostor, 49(2), 185-208.
Simons-Morton, B. G, Crump, A. D., Haynie, D. L., & Saylor, K. E. (1999). Student-school bonding and adolescent problem behavior. Health Education Research, 14(1), 99-107.
Spriggs, A. L., Iannotti, R. J., Nansel, T. R. & Haynie, D. L. (2007). Adolescent bullying involvement and perceived family, peer and school relations: Commonalities and differences across race/ethnicity. Journal of Adolescent Health, 41 (3), 283-293.
Urbanski, J. (2007). The relationship between school connectedness and bullying victimization in secondary students. Graduate School Theses and Dissertations, Paper 2390. Retrieved April 24, 2011. from http://scholarcommons.usf.edu/etd/2390.