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An exploratory look at the relationship between bully/victim status, locus of control, and hopelessness: A moderator model
Abstract
Thesis (Ph. D.)--University of Nebraska--Lincoln, 2005. Includes bibliographical references. Advisor: Susan M. Swearer.
... Bullying experiences were assessed by a question stem derived from the Swearer Bullying Survey (Swearer & Cary, 2003). Internal consistency for the Swearer Bullying Survey using coefficient alpha is acceptable and reported previously as 0.75 (Haye, 2005) and 0.71 (Green et al., 2018). The question asked was, "Have you been bullied in the last 12 months?" ...
Bullying is a pervasive problem faced by immigrants that negatively impacts their health and well-being. Understanding the factors that contribute to bullying and the prevalence of bullying victimisation may help to develop strategies to prevent bullying. Using a mixed-method approach, this study explored the perceptions and prevalence of bullying of South Asian immigrants living in Australia. Five focus group discussions (FGDs) were conducted to explore bullying experiences and to inform an online survey. The online survey included the California Bullying Victimisation Scale-Retrospective (CBVS-R) to measure prevalence, types, and places of bullying victimisation. Data collected from FGDs were thematically analysed while survey data were examined to identify factors associated with bullying. The main contributing factors reported by participants during FGDs were ethnic attire (clothing), religion, accent, workplace achievement, skin colour, and body shape. The online survey collected responses from 313 participants that included females (44%) and males (56%) with a mean age of 41.0 (SD ± 10.3) years. Almost 31% of participants surveyed experienced multiple bullying incidents per month with no differences observed between gender (32% in males, 31% in females). Males were mostly bullied (63%) in their workplaces while females were mostly bullied (56%) at bus or train stations. Country of birth, employment status, educational qualification, and English proficiency significantly associated with bullying experience (p < 0.001). These findings show that bullying affects male and female immigrants in different forms and settings; therefore, a large national assessment is needed to evaluate the magnitude of bullying and its consequences on immigrant health and well-being.
... Pada penelitian terhadap kasus bullying yang dilakukan oleh Andreou (2000) menemukan bahwa pelaku dan korban bullying memiliki internal locus of control yang lebih rendah daripada anak yang tidak terlibat dengan peristiwa bullying. Hal ini sejalan dengan penelitian yang dilakukan oleh Haye (2005) yang menunjukkan bahwa anak yang menjadi pelaku bullying menunjukkan external locus of control yang lebih tinggi daripada individu yang tidak terlibat dalam peristiwa bullying. Meskipun demikian, ada beberapa penelitian yang menunjukkan hasil yang berlawanan yang menunjukkan bahwa anak yang terlibat dalam CITIZEN: Jurnal Ilmiah Multidisiplin Indonesia Vol 2, No. 1, 2022 ISSN: 2807-5994 https://journal.das-institute.com/index.php/citizen-journal ...
Bullying is an aggressive behavior that is often found among school children, especially teenagers. One of the factors that influence bullying behavior is parental parenting. Another factor that plays a role in bullying behavior is the locus of control. The study aimed to analyze the influence of parental parenting on bullying behavior in adolescents moderated by the locus of control. The subjects in the study were 203 students at one of the private junior high schools in Kulon Progo, DIY. The sampling method used is total sampling. The data in this study was analyzed using the two ways analysis of variance (ANOVA) technique. Based on the results of data processing, there was a significant influence on parental parenting on bullying behavior, namely on authoritarian parenting and uninvolved parenting and also found no significant influence on locus of control on bullying behavior. There was also no significant influence on parental parenting on bullying behavior mediated by locus of control in adolescents. The implication of the study is that families, particularly parents, can use authoritative parenting patterns because they can encourage children not to engage in bullying behavior
... The BAS (Part D) has acceptable internal consistency reliability using coefficient alpha. Previous research has reported it to range from .71 (Swearer, Turner, Givens, & Pollack, 2008) to .75 (Haye, 2005). ...
Bullying is a pervasive societal issue that is consistently linked to negative outcomes that are emotionally, socially, behaviorally, and medically related. Most youth will encounter this negative life event in their childhood. The purpose of this dissertation was to use a diathesis-stress model perspective to assess the relations between the negative life event of bullying involvement, youths’ mental health, and youth weight status. Youth who have an unhealthy weight status are more likely to be involved in bullying than those with a healthy weight status (Browne, 2012; Puhl). Additionally, bullying and having an unhealthy weight status are related internalizing symptomology (i.e., anxiety, depression; Fox & Farrow, 2009; Puhl & Latner, 2007). Having an unhealthy weight status does not inherently cause individuals to have mental health concerns; rather, it was hypothesized that bullying involvement (i.e., a negative life event) serves as a catalyst for developing internalizing symptomology for youth with unhealthy weight statuses (i.e., individual vulnerability). The current study found a statistically significant association between bullying involvement and weight status. Additionally, weight status and bullying involvement predicted depressive and anxious symptomology. The diathesis-stress model was partially supported within a specific weight and gender group. The study found that experiences may differ by gender and that involvement in the bullying dynamic may moderate the experience between weight status and internalizing symptomology. This study provides empirical support of the complex relationship between weight status, bullying involvement, and internalizing symptomology. Implications for research and clinical practices as well as study limitations are discussed. Advisor: Susan M. Swearer
... Internal consistency reliability for the BAS has been reported as .75 (Haye, 2005) and .71 (Swearer, Turner, Givens, & Pollack, 2008). ...
Bullying is a significant issue among school-aged youth, and it is important to examine the underlying mechanisms of these behaviors. Studies have shown that one characteristic found among some children who bully is a lack of empathy. Previous literature examining empathy and bullying has typically relied on the use of self-report data. Few studies have included other ways of evaluating empathy. Self-report data can be limiting, particularly for individuals who possess strengths other than verbal/linguistic. Drawings have been found to reveal insight into children’s emotions and may be more suited to assessing empathy. Studying children’s drawings of bullying, and their self-reported empathy may help extend research related to empathy and bullying. Using a mixed-methods research design, this study examined the relationship among bully/victim status, empathy, multiple intelligences through the evaluation of children’s drawings of bullying, in conjunction with their self-reported empathy. Quantitative results found that there were significant differences in empathy scores between participants identifying as “bullies” and “bully-victims” on Personal Distress. Additionally, there were significant differences in empathy scores found between female and male participants on Perspective Taking. All other quantitative results did not provide evidence of differences in empathy across bully/victim status, gender, nor age. Qualitative results did not provide evidence of differences in participants’ ability to draw indicators of empathy based on bully/victim status, gender, age, or multiple intelligence types (suggesting that all participants were equally capable of drawing indicators of empathy). Mixed methods results found convergent, complementary, and divergent findings when participants’ quantitative and qualitative responses were combined. Specifically, consistent themes across participants’ quantitative and qualitative responses were found. Furthermore, it was found that participants who had lower empathy scores on the quantitative measure drew markers of empathy in their pictures. These participants endorsed dominance in intelligence types that were non-verbal (i.e., bodily/kinesthetic, visual/spatial). Results support the integration of quantitative and qualitative measures to assess and expand on research relating to the relationship and nuances among bullying, empathy, and multiple intelligences. These results may serve to inform bullying research, clinical utility, and intervention efforts seeking to ameliorate bullying problems among school-aged youth.
... The high frequency of suicidal ideation among youth involved in bullying is not surprising, given that, by definition, bullying is a repeated behavior over time. Those individuals experiencing bullying are likely to feel hopeless as a result of the bullying (Haye, 2005). Depressed children often view their future as hopeless (Kazdin, Rodgers, & Colbus, 1986;Weisz, Sweeney, Profitt, & Carr, 1993). ...
In this chapter, we will review the literature on internalizing problems in youth who are involved in bullying. Involvement in bullying occurs along a continuum (i.e., the bully- victim continuum), meaning that students can participate in multiple roles, including bullying others, being bullied, both bullying others and being bullied, witnessing bullying, and no involvement in bullying. It is clear that involvement in bullying is not defined by static and fixed roles in individuals. It is also evident that students involved in the bully-victim continuum experience greater levels of internalizing problems compared to students who are not involved in bullying. The goal of this chapter is to examine the relation between internalizing problems and the bully-victim continuum, to present longitudinal data on this dynamic, and to provide suggestions for effective mental health interventions for youth involved in bullying. It is our contention that parents, students, teachers, and mental health professionals must work in tandem in order to derail the destructive cycle of bullying and mental health problems.
... In other words, bullies and victims do not appear to establish causal relations between their behaviour and reinforcement, and as a result, they may not control their behaviour. This finding is in line with other research (Andreou, 2000;Haye, 2005) indicating children's bullying behaviour to be negatively correlated with internal locus of control, and children who were involved in bullying have external locus of control. ...
This study explored the roles of individual factors (age, gender, locus of control, self-esteem, and loneliness), parenting style, and academic achievement in discriminating students involved in bullying (as bullies, victims, and bully/victims) from those not involved. Participants comprised 742 middle school students (393 females, 349 males). The results of multinomial logistic regression analysis indicated that a higher locus of control, lower strictness/supervision scores, increased age, and being male increased the likelihood of being a bully; a higher locus of control, higher loneliness score, and a lower acceptance/involvement score increased the likelihood of being a victim; and higher loneliness and psychological autonomy scores and lower acceptance/involvement, strictness/supervision, and academic achievement scores increased the likelihood of being a bully/victim. Although parental style variables play an important role in involvement in bullying, the individual factor loneliness is a more powerful predictor than other predictors in discriminating victims and bully/victims from uninvolved students. Age and gender are stronger predictors than other predictors in discriminating bullies from uninvolved students.
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