The Relationship between Bullying Behavior among Middle School Students and their Social Skills and the Role of the Family in Reducing It | ||||
| Alexandria Science Exchange Journal | ||||
| Article 25, Volume 43, Issue 2, March 2022, Page 167-192 PDF (612.96 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/asejaiqjsae.2022.237744 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Neven Mostafa Hafez* 1; Ragaa Aly Abd El-Aty* 2 | ||||
| 1Professor of Home Economics Counseling - Department of Home Economics - Faculty of Agriculture - Alexandria University. | ||||
| 2Nutritionist - Department of Home Economics - Faculty of Agriculture - Alexandria University. | ||||
| Abstract | ||||
| The research was mainly aimed at examining the relationship between bullying behavior among middle school students, their social skills, and the family’s role in reducing it. The personal sample of a clamshell purposive sample of 113 students from the middle school enrolled in public, private, and experimental schools languages in the second semester of the academic year 2020-2021. The data has been calculated: iterations and ratios percentage, averages, standard deviation, Pearson correlation coefficient, and T-test, data analyzed using SPSS Ver.20. Results: 1. There are statistically significant differences at the probability level of 0.01 between the arithmetic average (viewer) and the hypothetical average expressing bullying behavior, where the value (t) was -9.27 and the differences were for the benefit of the observed arithmetic average, indicating a decrease in the level of bullying behavior in the students generally demonstrated. 2. More than two-thirds of respondents (69.9%) have low bullying behavior, compared to 17.7%, and 12.4% have moderate and high bullying behavior, respectively. 3. There are statistically significant differences at the probability level of 0.001 between the average arithmetic seen and the hypothetical average in social skills for the benefit of the average arithmetic seen, where the value of (t) - 19.39. This means a high level of social skills among students who are generally involved. 4. There is a statistically difference between male and female students in bullying behavior for the benefit of males, with a probability level of 2.614 at a probability level of 0.01. 5. There are no statistically significant differences between male and female students in social skills, with a value of 1,865. 6. More than 80% of families have a limited role 36.3%, or an average of 44.2%, compared to 19.5% of families that play a significant role in reducing the bullying behavior of their children. Recommendations: 1. Create a family atmosphere free of tensions and family problems, and deal with children flexibly away from resorting to violence and severity and have committed themselves to treatment, not to waste verbal or physical punishment, to take care of social education and to involve them in a social activity that is appropriate to their inclinations. 2. Educating children about the concept of bullying and its negative effects on the individual and others. 3. The school's interest in extracurricular activities and the involvement of students in their preparation, implementation, and supervision. 4. Providing information for awareness programs that stimulate the exclusion of bullying behavior and profile it as behavior that affects the individual and society. | ||||
| Keywords | ||||
| School bullying; bullying behavior; the role of the family in reducing bullying behavior; middle school | ||||
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