THE SOCIODYNAMIC CHARACTERISTICS OF A CLASSROOM AS FACTORS OF BULLYING

Medvrstniško nasilje je star pojav, ki je pogost svetovni problem šol in v glavnem poteka znotraj razreda. Prav zato je osnovni namen tega magistrskega dela raziskati medvrstniško nasilje v kontekstu razreda. Podatki so bili pridobljeni v okviru širše raziskave o medvrstniškem nasilju, v kateri je, pod mentorstvom izr. prof. dr. Katje Košir in v sodelovanju z asist. Marino Horvat, sodelovalo sedem študentk podiplomskega študija psihologije na Filozofski fakulteti Univerze v Mariboru. Raziskavo smo izvajale na dvaindvajsetih osnovnih šolah od šestega do devetega razreda v Sloveniji in vključenih je bilo 2007 učencev iz 135 razredov. Izmed vprašalnikov, ki so bili vključeni v raziskavo, sem v svoji magistrski nalogi uporabila Vprašalnik medvrstniških odnosov – Lestvica medvrstniškega nasilja in Stališča do medvrstniškega nasilja, Samoučinkovitost za posredovanje v primeru medvrstniškega nasilja, Razredne deskriptivne norme, s strani vrstnikov zaznano priljubljenost (vrstniške nominacije) in demografsko spremenljivko, razred. Raziskovalne hipoteze sem preverjala z multiplo regresijsko analizo in korelacijskimi analizami. Rezultati kažejo, da injunktivna norma, operacionalizirana kot stališča učencev do medvrstniškega nasilja, pomembno napoveduje izvajanje medvrstniškega nasilja, medtem ko deskriptivna razredna norma odobravanja nasilja in samoučinkovitost za posredovanje v primeru medvrstniškega nasilja nista pomembna napovednika tega. Izkazalo se je tudi, da v razredih z višjo deskriptivno razredno normo odobravanja nasilja učenci, s strani vrstnikov zaznani kot priljubljeni, v večji meri izvajajo medvrstniško nasilje, kot v razredih z nižjo deskriptivno normo. Prav tako sem ugotovila, da na našem vzorcu učenci, ki so s strani vrstnikov zaznani kot priljubljeni, v povprečju poročajo o visoki stopnji samoučinkovitosti za posredovanje v primeru medvrstniškega nasilja v razredu.Bullying among schoolchildren is an old phenomenon. It is a common problem at schools all over the world and largely occurs in the classroom. Therefore, the primary purpose of this master\u27s thesis is to explore peer violence in the context of a classroom. Data have been obtained from an extensive study of peer violence carried out by seven postgraduate students of psychology of the Maribor Faculty of Arts, under the mentorship of Assoc. Prof. Dr. Katja Košir and in cooperation with Assist. Marina Horvat. The study has involved 22 Slovenian schools from the sixth to the ninth grade, namely 135 classrooms with a total of 2007 pupils. Of the questionnaires included in the study, the thesis covers Adolescent Peer Relations Instruments – Bullying Scales and – Bullying Attitudes, Self-efficacy beliefs for defending behaviour, Classroom norms, Peer-perceived popularity (peer nominations), and the demographic variable i.e. the classroom. The research hypotheses have been tested with multiple regression analysis and correlation analyses. The results show that the injunctive norm, in the sense of students’ attitudes towards bullying, significantly predicts the occurrence of bullying, while the descriptive classroom norm of bullying toleration and self-efficacy for defending are not valuable predictors thereof. It has also been found out that in classrooms with a higher descriptive norm of bullying toleration, the students who are perceived as popular by their peers are more likely to resort to bullying than in classrooms with a lower descriptive norm. Likewise, in the sample covered by the thesis, students who are perceived as popular by their peers on average report a high level of self-efficacy for defending in the classroom