Volume 3, Issue 3 (12-2022)
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torkashvand M. (2022). Determinants of bullying in school, with an emphasis on social-cognitive theory of moral behavior: elementary schools in Tehran. Early Childhood Health And Education. 3(3),
URL: http://jeche.ir/article-1-91-en.html
URL: http://jeche.ir/article-1-91-en.html
1- kharazmi University
Abstract: (1603 Views)
The present study was conducted with the aim of investigating the determinants of bullying in school. In identifying these factors, attention was paid to different aspects of moral development. The statistical population of this research is all male and female elementary school students in Tehran city, 300 people were selected as a sample using systematic random sampling. The reliability of the current research questionnaire for the dependent variable (bullying) was calculated by calculating Cronbach's alpha equal to 0.89 and Cronbach's alpha for independent variables (including moral disconnection and moral identity) equal to 0.86 and 0.92, respectively. Multivariate regression method was used to identify the determinants of bullying. The results obtained from the multivariate regression method showed that all the components of moral discontinuity and moral identity were suitable predictors for bullying. In this way, with the increase in the amount of moral discontinuity, bullying increases, and with the increase in moral identity, bullying decreases. Therefore, it can be concluded that by strengthening the moral identity and reducing the use of moral discontinuity mechanisms in students, the amount of bullying was reduced.
Type of Study: Research |
Subject:
Special
Received: 2022/10/23 | Accepted: 2022/12/9 | Published: 2023/04/18
Received: 2022/10/23 | Accepted: 2022/12/9 | Published: 2023/04/18
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