The correlation between perceived school culture and self-perpetrated committed and perceived peer violence of a primary school pupil

Cilj rada je analizirati samoiskaz činjenog i trpljenog vršnjačkog nasilja kod učenika sedmih i osmih razreda u jednoj osnovnoj školi te analizirati isto u odnosu na učenikov percipirani pozitivan i podržavajući odnos između učenika i učitelja kao jedan od elemenata školske kulture. Prema cilju istraživanja, postavljene su tri hipoteze prema kojima više od polovice ispitanika trpi vršnjačko nasilje ponekad, često i gotovo uvijek, a jedna petina ispitanika vršnjačko nasilje čini ponekad, često i gotovo uvijek. Prema trećoj postavljenoj hipotezi što učenici boljim procjenjuju odnos između učitelja i učenika u školi, to manje iskazuju trpljenje i činjenje vršnjačkog nasilja. U provedenom istraživanju sudjelovalo je 190 učenika jedne osnovne škole u Koprivničko-Križevačkoj županiji. Podaci su se prikupljali Upitnikom za učenike i učenice koji je sadržavao čestice o odnosu učitelja i učenika u školi te čestice o činjenju i trpljenju vršnjačkog nasilja. Podaci su se obrađivali tablicama frekvencija, postocima te Spearmanovim korelacijama. Prema osnovnim rezultatima istraživanja utvrđeno je da ponekad, često i gotovo uvijek vršnjačko nasilje u školi u kojoj je provedeno istraživanje trpi 29,45% učenika, dok to isto nasilje čini 11,48%. Također je dokazana niska negativna povezanost između tri čestice trpljenja vršnjačkog nasilja i dvije čestice činjenja vršnjačkog nasilja sa percipiranim odnosom učitelja i učenika u školi. Što učenici rjeđe trpe nasilje u obliku namjernog dovođenja u neugodnu situaciju pred odraslim osobama, naguravanja ili udaranja, to više percipiraju odnos između učitelja i učenika u svojoj školi. Također, što učenici više čine nasilje u obliku isključivanja iz društva i udaranja ili nanošenja drugih vrsta fizičke povrede, to manje percipiraju odnos učitelja i učenika u svojoj školi.The aim of the paper is to analyze the factual and supposed peer violence of seventh and eighth grade students in one elementary school and analyze it as the student's perceived relationship between students and teachers as one of the elements of school culture. According to the research goal, there are three hypotheses by which more than half of the respondents suffer peer violence sometimes, often and almost always, and one fifth of the respondents make peer violence sometimes, often and almost always. According to the third hypothesis proposed by students, the better assess the relationship between teachers and pupils at school, the less of the suffering and perpetration of peer violence they express. In the survey participated 190 pupils of one elementary school in Koprivničko-Križevačka County. The data were collected by a questionnaire for pupils that contained particles about the relationship between teachers and pupils in the school and particles about the fact and suffering of peer violence. Data were processed by tables of frequencies, percentages and Spearman's correlation. According to the basic results of the research it was found that sometimes, often and almost always, 29,45% of pupils suffers from peer violence in the school where the research was conducted, while the same violence is doing 11,48% of pupils. There is also a low negative correlation between the three particles peers suffering from peer violence and two particles peers doing the violence with perceived relationship between teacher and pupil in school. The less the pupils are suffering from peer violence in the form of deliberate adulteration in adulthood to adults, piercing or hitting, the more they perceive the relationship between teachers and students in their school. Also, the more the pupils are doing violent acts in form of exclusion from society and hitting or inflicting other types of physical injury, they less perceive the relationship between teachers and students in their school