Factors Associated with Bullying Behaviors among Lower Secondary School Students

Abstract

This descriptive study aimed to examine the relationships between biological, psychological, environmental, and social factors and bullying behaviors among lower secondary school students. The sample comprised 242 lower secondary school students, with the sample size calculated using the G*Power program. The research instruments included a personal characteristics and bullying behaviors questionnaire, an emotional quotient test, the Rosenberg Self-Esteem scale, and a social support scale. Content validity of the instruments was evaluated by experts, and reliability testing of the emotional quotient test, Rosenberg’s Self Esteem scale, and social support questionnaires yielded Cronbach's alpha coefficients of 0.82, 0.97, and 0.91, respectively. Data were analyzed using descriptive statistics, and chi-square tests to examine relationships among variables. The strength of associations among significantly related factors was assessed using Cramer’s V.  

The findings revealed that psychological, environmental, and social factors were significantly related to bullying behaviors at the 0.05 significance level. Regarding psychological factors, emotional quotient demonstrated a moderate association with bullying behaviors (Cramer’s V = 0.392). For environmental factors, parenting practices showed a low level of association (Cramer’s V = 0.183), while playing violent games exhibited a moderate association (Cramer’s V = 0.322). For social factors, social support was found to have a low level of association with bullying behaviors (Cramer’s V = 0.127). Biological factors were not related to bullying behaviors among lower secondary school students.

Based on the study findings, educational institutions should organize extracurricular activities to enhance students' emotional intelligence, promote rational parenting practices among parents, and provide continuous social support.