Bullying Among High School Students and Their Relationship with Diligence at School
International Journal of Education, Culture and Society
Volume 2, Issue 4, August 2017, Pages: 114-119
Received: Aug. 16, 2017; Accepted: Aug. 23, 2017; Published: Sep. 8, 2017
Views 2448      Downloads 204
Laid Fekih, Department of Psychology, Faculty of Social Sciences, University of Aboubekr Belkaid, Tlemcen, Algeria
Article Tools
Follow on us
The present research aims to estimate and compare the prevalence of bullying among high school students, and their relationship with diligence at school. To achieve the purpose of this research was chosen intended sample selected from high school containing 900 students in Tlemcen –Algeria-, including 406 boys and 496 girls aged between 15 and 17 years old, were sampled on the random basis. The results indicated thatthe prevalence of bullying inside schools within the limits of 10% and 16%. The boy’s students in high schools are more violent than girls. The forms of bullying widespread among students are psychological forms as name-calling, humiliation or offensive teasing and being ignored or excluded from a circle of friends. In addition, bullying is related negatively to diligent at school (r = - 0.43, p < 0.001). Students who were bullied become less efficient, they get low marks, have difficulties in concentration and attention, do not participate in school activities, and absent from school.
Bullying, Diligence in School, High School Students
To cite this article
Laid Fekih, Bullying Among High School Students and Their Relationship with Diligence at School, International Journal of Education, Culture and Society. Vol. 2, No. 4, 2017, pp. 114-119. doi: 10.11648/j.ijecs.20170204.12
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Centers for Disease Control and Prevention. Youth risk behavior surveillance. United States, 2011. MMWR.
Keith, S., Mark, C., Gunny, S. (2005). Bullying in secondary schools (2nd ed.). London: PCP. Corwin press.
Dan, O. (1993), Bullying at School: What we know and what we can do. (Oxford, England): Blackwell Publishing.
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.
Van der Wal, M. F., de Wit, C. A. M., & Hirasing, R. A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111, 1312–1317.
Erling, R. (2002). Bullying, depressive symptoms and suicidal thoughts. Educational Research, V44, (1), 55-67.
Lind, J. C, Kearney, A. (2004). Bullying: What do students say?. Massey University College of Education, Kairaranga, V 5, (2), 19-24.
O’Hanlon, L. H. (2006, October). Hostile halls. Current Health 2, 33(2), 16-18.
O’Moore, A. M, Minton, S. J. (2009). Cyber-Bulling: The Irish experience in, editor(s) Quinn, Q & Tawse, S., Hand Book of Aggressive Behavior Research, Hauppauge, NY, Nova science publishers, Inc.
Swearer, S. M., Song, S. Y., Cary, P. T., Eagle, J. W., Mickelson, W. T. (2001). Psychosocial correlates in bullying and victimization: The relationship between depression, anxiety, and bully/victim status. Journal of Emotional Abuse, 2(2/3), 95–121.
Diamond, A., Lee, K. (2011). Interventions shown to Aid Executive Function Development in Children 4–12 Years Old. Science. 19: 333 (6045): 959-964.
Duckworth, A. L., Peterson, C., Matthews, M., & Kelly, D. (2007). Grit: Perseverance and Passion for Long-Term Goals. Journal of Personality and Social Psychology, 92, 1087 - 1101.
Shechtman, N., DeBarger, A., Dornsife, C., Rosier, S., Yarnall, L. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century. Washington, DC: US Department of Education, Department of Educational Technology (pp. 1–107). San Francisco, CA.
Slavin, R. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hal.
School Health Promotion study 2013. PL 30 000271. Helsinki.
Fekih, L. (2015). The validity of School Health Promotion scale, Journal of Psychometric Studies, PNR, Algeria, the first issue, May 2015.105-138 (In Arabic).
Currie C et al (eds.) (2004) Young People's Health in Context: international report from the HBSC 2001/02 survey, (Health Policy for Children and Adolescents, No. 4). WHO Regional Office for Europe, Copenhagen.
Kaltiala-Heino, R., Rimpela, M., Marttunen, M., Rimpela, A., Rantanen, P. (1999). Bullying, depression, and suicidal ideation in Finnish adolescents: School survey, British Medical Journal, 319, 348-351.
Straus, M. A., & Gelles, J. (1990). Physical violence in American families. Risk, factors and adaptations to violence in 8,145 families. New Brunswick, New Jersey: Transaction publishers.
Tanya, B., Qing, L. (2007). The Relationship between cyberbullying and School Bullying. Journal of Student Wellbeing. V. 1(2), 15-33.
Eyler, J., Giles, D. (1999). Where’s the learning in service-learning? Jossey-Bass, San Francisco.
Brown, J. D., Riley, A. W., Wissow, L. W. (2007). Identification of youth psychosocial problems during pediatric primary care visits. Administrative Policy on Mental Health and Mental Health Services Research, 34, 269-281.
Brener, N. D., Weist, M. Adelman, H., Taylor, L., Vernon-Smiley, M. (2007). Mental health and social services: Results from the school health policies and programs study 2006. Journal of School Health, 77, 486-499.
Wang, M. C., Haertel, G. D., Walberg, H. J. (1998). Building educational resilience. Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
McCaslin, M., Good, Tom, L. (1996). The informal curriculum. In The Handbook of Educational Psychology, ed. David C. Berliner and Robert C. Calfee. New York: American Psychological Association/Macmillan.
Smith, K. A. (1996). Cooperative learning: Making "group work" work. In C. Bonwell & T. Sutherlund, Eds., Active learning: Lessons from practice and emerging issues. New Directions for Teaching and Learning, 67, 71-82. San Francisco: Jossey-Bass.
Cangelosi, J. S. (1993). Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation. White Plains, NY: Longman.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186