Uloga vezanosti za školu u različitom angažmanu djece u vršnjačkom nasilju
The Role of School Bonding in Different Engagement of Children in Peer Violence

Summary/Abstract: Peer violence is one of the leading problems in schools all over the world. Children in peer violence can be engaged in different roles (bullies, victims, active and passive assistants, defenders and bystanders). Starting from the Bronfenbrenner’s Ecological Systems Theory, certain school factors have an important role in the engagement of children in peer violence. Therefore, the aim of this study was to examine the relationship between the school bonding and the different roles children take in peer violence. The study included 715 students of the seventh and the eighth grades from the Republic of Croatia. The average age was 13.22 years. In addition to the general data questionnaire, the survey also used the adapted Participant Role Questionnaire (PRQ) and the School Bonding Scale. For processing the statistical data descriptive analysis, correlation analysis and nonparametric Kruskal-Wallis and Mann-Whitney U-test were used. It was found that most children perceive themselves in the role of defenders, then in the role of bystanders, victims, passive assistants, active assistant and least of all in the role of bullies. Respondents are more committed to school obligations, while the attachment to school is much lower. Children in the roles of bullies, active and passive assistants and bystanders are less bonded to school than children in the roles of victims and defenders. We conclude that the lower school bonding has a negative effect on a child’s behavior toward peers. Therefore, the results of this study can be used for making school prevention programs, with an emphasis on the intervention with the children in different roles, and improving interaction between students, as well as between students and teachers.

• Details
• Contents