Author's name: Le Thanh Ha
Thesis title:Middle school bullying behavior and parental parenting styles.
The field of study for this dissertation:
Major: Psychology Code: 62 31 04 01
Name of the postgraduate training unit: University of Social Sciences and Humanities - Vietnam National University, Hanoi.
1. Purpose and scope of the thesis
The research objectives of this thesis are: To study the theoretical and practical aspects of the relationship between bullying behavior among middle school students and parental parenting styles, as well as to explore some factors influencing this relationship; based on this, to propose some solutions to reduce bullying behavior among students.
The subject of this thesis is the relationship between bullying behavior among middle school students and parental parenting styles.
2. Research methods used
This thesis employs a combination of qualitative and quantitative methods, including: document research, questionnaire survey, in-depth interviews, and data processing using mathematical statistics. The research sample consists of 642 junior high school students from two schools: Be Van Dan Junior High School (Dong Da District) and Co Loa Junior High School (Dong Anh District).
3. Main results and conclusions
In theory
Based on the synthesis, analysis, and generalization of documents and research works by previous authors, we propose the following conceptual tools:
Behavior refers to how a person acts in a specific situation, expressed outwardly through certain actions, words, and gestures.
Bullying is considered a social behavior intended to cause physical harm to the victim or to induce feelings of fear and intimidation..
Parental parenting styles are the different patterns that parents often use in an attempt to control and socialize their children.
In practical terms
Some conclusions related to bullying.
First, regarding the attitudes of middle school students towards aggressive behavior, it can be said that quite a number of middle school students disagree with aggressive behavior. Middle school students are more hesitant and supportive of verbal aggression (at the level of yelling) than physical aggression or verbal aggression at the level of insulting/humiliating others.
Overall, students in the study sample showed a low tendency towards bullying. However, while the majority of current middle school students do not tend to bully their peers, a small percentage still do. They prefer to tease shyer/weaker classmates to assert themselves more easily, and these behaviors occur frequently and very often. This is a noteworthy statistic for teachers and parents.
Students reported experiencing a moderate level of bullying. Common forms of bullying tended to be verbal, such as being yelled at, teased/mocked, and made fun of. Forms of bullying involving isolation and physical bullying were less prevalent.
While considered the opposite of bullying, prosocial behavior among middle school students is high. However, although the majority of students are willing to help others, a significant number remain unwilling or indifferent when they see others being bullied. This could contribute to reinforcing and promoting bullying behavior among students.
Some conclusions related to parental parenting styles.
First,The most common parental support tendency was observed, followed by the group of parents who tended to control their children's behavior, and thirdly, the tendency to control the child's psychology.
SecondWhile parents have provided support for their children, the level of support is still insufficient. Many parents still don't dedicate enough time to their children and don't truly encourage them when they struggle with grades.
Third isParents tend to tightly control their children's behavior, from arguing with adults and pushing them to do their best in whatever they do, to especially controlling their schedules, where they go out, and even what they do in their free time.
Fourth isAlthough the tendency towards psychological control had the lowest average score, many parents still put pressure on their children when they get poor grades, scolding and yelling at them, making the children feel burdened and more guilty.
In the parent-child relationship among middle school students, the level of openness is not yet high. Many students generally feel that their parents are good listeners and understand their thoughts and difficulties. However, many students also feel they are still being controlled, and they remain hesitant, lacking the trust and openness to frankly share their thoughts or problems with their parents.
The parent-child relationship has different meanings depending on several related factors such as: different grade levels, academic achievement and gender of the student, age of the parents and occupation of the mother.
Research results show that the closer the parent-child relationship and the greater the openness between parents and children, the lower the likelihood of students becoming victims of bullying and engaging in bullying.
The level of openness between parents and children is positively correlated with children's propensity for prosocial behavior. The closer the parent-child relationship, the higher the propensity for prosocial behavior in children; however, data also shows that this correlation is not strong.
Regarding the correlation between aspects of educational style and student bullying behavior, we draw the following conclusions:
Parental propensity to support children is inversely correlated with student bullying tendencies, student being bullied, and student engaging in prosocial behaviors. Of these, only the correlation between parental propensity to support and student prosocial behavior is statistically significant.
The tendency of parents to exert psychological control is positively correlated with both bullying students, victim students, and prosocial students. The correlation between the level of parental psychological control and prosocial behavior is statistically significant and stronger than with the other two groups. This means that the more parental control a student exerts, the higher the risk of the student becoming a victim or bullying others. However, this correlation is not strong, meaning that parental psychological control does not always lead to bullying behavior in students.
The tendency for parents to control behavior is positively correlated with the group of students exhibiting high levels of prosocial behavior; however, this correlation is very weak.
SUMMARY OF DOCTORAL THESIS
The author's name:Le Thanh Ha
Thesis title:Bullying behavior of secondary school students and their parenting style
Scientific branch of the thesis:
Major: Psychology Code: 62 31 04 01
1. Thesis purpose and objectives
2. Research methods
The study uses a combination of qualitative and quantitative methods including: documentary research, questionnaire, interview, data processing using mathematical statistics. The sample was 642 secondary school students from Be Van Dan Secondary School (Dong Da District, Hanoi) and Co Loa Secondary School (Dong Anh District, Hanoi)
3. Major results and conclusions
In term of theory
Based on the synthesis, analysis and generalization of the literature and research of previous authors, we present some of the key concepts as follows:
Behavior is the way that a person socially conducts in a particular situation, manifested by certain actions, words and gestures.
Bullying behavior is considered like an aggressive action with the intention of damaging the victim's body or causing fear or threat.
The parenting style is a pattern that parents often use to try to control and socialize their children.
In term of Practice
Some conclusions related to bullying behavior in secondary school students:
First of all, it must to talk about the attitude of secondary school students towards aggressive behaviors. It can be said that many students have disagreed with aggressive behaviors. In fact, students are in two minds about and supporting the verbal aggressive behaviors (at the level of reprimands) more than the physical aggression and the verbal aggression at the level of insults or abusive words.
In general, students in research sample have a tendency of bullying to be low. However, besides the majority of secondary school students doing not tend to bully their peers, there are still a small part of students in this trend, who prefer teasing timid peers for more easily asserting themselves. So the degree of executing these behaviors is regular and strongly regular. This is also a considerable number for teachers and parents.
These students are bullied at medium level. The forms of popular bullying behaviors incline toward the verbal bullying such as being scolded, teased, taunted, and laughed at. The forms of physical bullying and isolation are lower proportions.
Being considered behavior contrary to bullying, pro-social behavior in secondary school students is high. However, although the majority of students are willing to help others, but there are still a large number of students who are not ready, or indifferent when seeing others to be bullied. This may be a cause to strengthen and impulse bullying behaviors in students.
Some conclusions related to the educational style of parents
Firstly, the parent support trend has the highest score, followed by the parent group average that tends to control their children' behaviors and then the trend of controlling their children's psychology.
Secondly, parents have had the support for their children but the level of support is not high. There are still a lot of parents who have not spent time with their children and have not really encouraged their children when they have difficulty with their grades.
Thirdly, parents closely control their children' behaviors, for example: doing not accept that their children make a stand with adults, forcing them to do the best and especially controlling their free time.
Fourthly, although the psychological control has the lowest average score, but lots of parents put pressure on their children when they have poor grades, blame, reprimand ... and make them feel more guilty.
In terms of relationships between parents and secondary school students, the level of openness in this relationship is not high. A common view among many students shows that their parents are able to listen and understand their thoughts and difficulties. However, many other students believe that they are still being imposed. They are still afraid, not really trusting and open to be able to share what they are thinking or having trouble with his parents.
Parent-child relationships differ significantly in some factors, such as the different classes, academic achievement and students' gender, parental age and mother's occupation.
The research results show that the more the level of openness between parents and children is high and the more parents-children relationships are close, the lower the degree to which the child becomes a victim of bullying and bullying.
The level of openness between parents and their children correlates with the tendency to have pro-social behavior in children. The closer parent-child relationship is, the more likely the child will be to support the society, but the data shows that this correlation is not tight.
For the relationship between the dimensions of parenting styles and the bullying behaviors in students, we make the following conclusions:
Parental support has a negative correlation with behaviors in bullying students, bullying students and students having pro-social behaviors; In there, only the correlation between parental support and student's pro-social behavior is significantly significant.
The psychological control of parents is positively correlated with both the bullying group, the victim group, and the student's pro-social behavior. In particular, the correlation between parents' psychological control and pro-social behaviors in students is significantly significant and more closely in comparison with the two other groups. That means the more psychological control parents are high, the higher the risk of students being victims or bullying others, but this relationship is not tight, meaning that psychological control from parents do not always conduct to bullying behaviors in students.
The behavior control in parents has a positive correlation with the group of students having high pro-social behaviors, but this correlation is very weak.
Author:ussh
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