Bullying and its relationship to aggressive cognitive schemes Among middle school students
Abstract
Psychological and educational studies indicate that bullying is one of the serious problems in the psychological and educational fields, as bullying limits learning and makes the school life of victims of this behavior very difficult, in addition to that it may cause them some psychological problems such as: fear of school attendance, depression, and lack of Focus in the study, poor self-esteem and looking at it inferiorly, in addition to that students who have aggressive cognitive schemes are impulsive towards hurting their other colleagues, and have a desire to dominate them, and based on what was stated in the literature and studies, this research aimed at defining the relationship of bullying with For aggressive cognitive schemes among preparatory stage students, as the number of the sample population reached (200) male and female students chosen in a random manner. To measure this relationship, the bulging scale, which consisted of its final form of (20) paragraphs, was built and a scale was built for aggressive cognitive schemes that are in its final form of ( 22) Paragraph, and indicators of honesty and reliability were extracted for each of the two measures using the appropriate statistical means. The results of the research indicated that the prep students have aggressive behavior and aggressive cognitive schemes, and there are no statistically significant differences among students in the research variables according to their human type (males and females). The research found a correlation between bullying and aggressive cognitive schemes. The research concluded with some recommendations and proposals.
References
• الإمام , مصطفى محمود (1990): التقويم والقياس , وزارة التعليم العالي والبحث العلمي, جامعة بغداد.
• بيك ، أرون ( 2000) : العلاج المعرفي , والاضطرابات الانفعالية ، ترجمة: عادل مصطفى ، القاهرة .
• ثورندايك , روبرت وهيجن , إليزابيث (1989): القياس والتقويم في علم النفس والتربية , ترجمة: عبد الله زيد وعبد الرحمن عدس , مركز الكتب الأردني , عمان.
• حفني ، قدري (2005): الوجه السياسي للعلاج العقلاني - اللاعقلانية في المجتمع العربي ، مجلة الخدمة النفسية في كلية الآداب , جامعة عين شمس ,العدد11، ص19 - 26 .
• خوج ، حنان اسعد (2012):التنمر المدرسي وعلاقته بالمهارات الاجتماعية لدى تلاميذ المرحلة الابتدائية ، مجلة العلوم التربوية والنفسية ، المجلد13، العدد4 , 190-212 .
• عودة , أحمد سليمان(1993): القياس والتقويم في العملية التدريسية , ط 2 , دار الأمل, أربد.
• فرج , صفوت(1997): القياس النفسي , مكتبة الإنجلو المصرية , الطبعة الثالثة , القاهرة.
• القداح, محمد, وعربيات , بشير(2013): القدرة التنبؤية للبيئة التعلمية في ظهور الاستقواء لدى طلبة المرحلة الأساسية العليا في المدارس الخاصة في عمّان، مجلة جامعة النجاح للأبحاث )العلوم الانسانية ( المجلد 27، العدد4, 791-809 .
• محمد ، عادل عبد الله (2000): العلاج السلوكي المعرفي أسس وتطبيقات ، دار الرشاد ، القاهرة.
• محمود ، سمير يونس (2008): الإدراك الاجتماعي لدى الأطفال العدوانيين, وغير العدوانيين دراسة مقارنة ، مجلة آداب الرافدين، العدد 25، 485-513.
• واردزورث ، بي ، جي(1990): نظرية بياجيه في الارتقاء المعرفي ، ترجمة: سعد قاسم الأسدي ، دار الشؤون الثقافية ، بغداد .
• Agirdag, O. , Demanet, J.,Van Houtte, M.,Van Avermaet, P. (2011): "Ethnic school composition and peer victimization: A focus on the interethnic school climate". International Journal of Intercultural Relations 35 (4): 465–473.
• Anastasi,A.(1976): Psychological Testing, New York, Macmillan.
• Beaty, L., Alexeyev, E. (2008): "The problem of school bullies: What the research tells us" (PDF). Journal of Adolescence 43 (169): 1–11.
• Beck, A. T., Freeman, A., & Associates (1999): Cognitive therapy of personality disorders, New York, Guilford.
• Beck, A.T., Rush, J., Shaw, B. and Emery, G. (1979): Cognitive Therapy of Depression, New York, Guilford Press.
• Berger, K. S. (2014): Invitation to the Life Span, New York,Worth Publishers.
• Calvete, E.(2010) :Cognitive schemas and aggressive behavior in adolescents: the mediating role of social information processing Span, Journal of Psychol May,13(1):190-202.
• Calvete, E.(2008): Justification of violence and grandiosity schemas as predictors of antisocial behavior in adolescents, Journal of Abnorm Child Psychol, Oct;36(7):108-95.
• Craig, W.M. (1998): "The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children", Journal of Personality and Individual Differences 24(1): 123–130.
• Dodge , Kenneth A. (2006): Translational science in action: Hostile and the development of aggressive behavior problems, Dev Psychopathol, Summer; 18(3): 791–814.
• Ebel ,R.L. (1972): Essentials of Educational Measurement New York , U.S.A.
• Edmondson, L., & Zeman, L. (2011): Making School Bully Laws Matter, Journal of Reclaiming Children & Youth, 20(1), 33-38.
• Ellis, Albert(1973) : Healthy and Unhealthy Aggression , New York: Institute for Advanced Study in Rational Psychotherapy.
• Freeman ,A. & Lurie,M. (1994) :depression a cognitive therapy approach , New Bridge communication , New York.
• Grille, Robin (2005): Parenting for a Peaceful World , (1st edition). New York, Longueville Media.
• Haynie D., Petts R., Maimon D.& Piquero A.(2009): Exposure to violence in adolescence and precocious role exits, Journal of Youth Adolesc, Mar;38(3):269-86.
• Juvonen, J., Graham, S. (2014): "Bullying in Schools: The Power of Bullies and the Plight of Victims". Annual Review of Psychology (Annual Reviews) 65: 159–85.
• Koo, H. (2007): A Time Line of the Evolution of School Bullying in Differing Social Context, Asia Pacific Education Review, Vol. 8, No. 1, 107-116.
• Kumpulainen, K. (2008): "Psychiatric conditions associated with bullying". International, Journal of Adolescent Medicine and Health ,National Center for Biotechnology Information, U.S. National Library of Medicine, 20 (2): 121–132.
• Limber, S. P., & Small, M. A. (2006): State laws and policies to address bullying in U.S, schools, School Psychology Review.
• Lohmann, Raychelle (2013): The Bullying Workbook for Teens: Activities to Help You Deal with Social Aggression and Cyberbullying , New York, Publishing Instant Help; Csm Wkb edition .
• Messerly, J.G. (1992): Piaget's conception of evolution: Beyond Darwin and Lamarck, Lanham, MD: Rowman & Littlefield.
• Olweus, D. (1993): Bullying at school: What we know and what we can do. Oxford, UK: Blackwell Publishers.
• Padesky ,Christine A. (1994): Schema Change Processes in Cognitive Therapy, Clinical Psychology and Psychotherapy, Vol. 1 (5), 267-278 .
• Robinson, David (1995): Persistently Violent (Non-sexual) Offenders: A Program Proposal, Correctional Research and Development ,Correctional Service of Canada.
• Serin, R.C. & Kuriychuk, M. (1994): Social and Cognitive Processing Deficits in Violent Offenders: Implications for Treatment, International, Journal of Law and Psychiatry, 17, 431-441.
• Steinfeldt, Jesse A., Vaughan, Ellen L., LaFollette, Julie R. (2012): "Bullying among adolescent football players, Role of masculinity and moral atmosphere", Psychology of Men and Masculinity , American Psychological Association,13 (4): 340–353.
• Tan, Alexes (1986): "Social Learning of Aggression of Television," in Perspectives on Media Effects, Jennings Bryant and Dolf Zillmann (eds.), Lawrence Erlbaum Associates, Hillsdale.
• Tanya (2009): "Child Development Academician Says Bullying Is Beneficial To Kids", Med India Medindia.
• Trower, P., Casey , W. (1988): Cognitive-Behavioural Counselling in Action, London, Sage.
• Valerie E. B. (1989): Bullies and victims in schools, A guide to understanding and management, Open University Press. .
• Whitted, K. S.; Dupper, D. R. (2007): "Do Teachers Bully Students?: Findings From a Survey of Students in an Alternative Education Setting", Education and Urban Society 40(3): 329–341.
• Whitted, K.S. & Dupper, D.R. (2005): Best Practices for Preventing or Reducing Bullying in Schools, Children and Schools, Vol. 27, No. 3, July 2005, pp. 167-175(9).
• Wolke, D., So¨hne, B., Ohrt, B., & Riegel, K. (1995): Follow-up of preterm children, Important to document dropouts. Lancet, 345(8947), 447.
• Wolke, Dieter (2001):Bullying and victimization of primary school children in England and Germany: Prevalence and school factors, British, Journal of Psychology 92, 673–696 .
This work is licensed under a Creative Commons Attribution 4.0 International License.
1. The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Al-Qadisiyah Journal For Humanities scinces (QJHS), University of Al-Qadisiyah as publisher of the journal.
2. Copyright encompasses exclusive rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms and any other similar reproductions, as well as translations. The reproduction of any part of this journal, its storage in databases and its transmission by any form or media, such as electronic, electrostatic and mechanical copies, photocopies, recordings, magnetic media, etc. , will be allowed only with a written permission from Al-Qadisiyah Journal of Humanities scinces (QJHS), University of Al-Qadisiyah.
3. Al-Qadisiyah Journal of Humanities scinces (QJHS) , University of Al-Qadisiyah, the Editors and the Advisory International Editorial Board make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in the journal Al-Qadisiyah Journal of Humanities scinces (QJHS), University of Al-Qadisiyah are sole and exclusive responsibility of their respective authors and advertisers.
