Author name: Le Thanh Ha
Thesis title:Middle school students' bullying behavior and parents' educational style
Dissertation field:
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 research objects of the thesis
Thesis research purpose: To study the theory and practice of the current relationship between bullying behavior of junior high school students and parenting styles, as well as to study some factors affecting this relationship; on that basis, propose some solutions to limit bullying behavior in students.
Thesis research object: The relationship between bullying behavior of middle school students and parents' educational style.
2. Research methods used
The thesis uses a combination of qualitative and quantitative methods including: Document research method, Questionnaire investigation method, In-depth interview method, Data processing method using mathematical statistics. The research sample is 642 secondary school students of two secondary schools Be Van Dan (Dong Da District) and Co Loa (Dong Anh District).
3. Main results and conclusions
In theory
Based on the synthesis, analysis and generalization of documents and research works of previous authors, we propose some tool concepts as follows:
Behavior is the way a person behaves in a specific situation, expressed externally through certain actions, words, and gestures.
Bullying is considered social behavior with the intention of causing physical harm to the victim or causing feelings of fear and intimidation..
Parenting styles are different patterns that parents often use to try to control and socialize their child.
In practice
Some conclusions regarding bullying
First of all, the attitude of secondary school students towards aggressive behavior, it can be said that many secondary school students have an attitude of disagreement with aggressive behavior. Secondary school students are more hesitant and supportive of verbal aggressive behavior (at the level of scolding) than physical aggressive behavior and verbal aggressive behavior at the level of insulting/humiliating others.
In general, students in the research sample tend to bully at a low level. However, besides the majority of secondary school students today who do not tend to bully their peers, there is still a small group of students who tend to do this, they like to tease shy/weaker friends to be able to assert themselves more easily and the level of performing these behaviors is often and very often. This is also a noteworthy number for teachers and parents.
Students reported being bullied at an average level. The most common forms of bullying were verbal bullying such as being yelled at, teased/taunted, and made fun of. Isolation and physical bullying were less common.
Considered the opposite of bullying, pro-social behavior among middle school students is high. However, although most students are willing to help others, there is still a significant number of students who are not ready, or are indifferent when they see others being bullied. This may be a contributing factor to reinforce and promote bullying behavior among students.
Some conclusions regarding parental education style
One is, the supportive tendency of parents with the highest mean score was followed by the group of parents with the tendency to control their children's behavior and the third was the direction of controlling their children's psychology.
Two is, parents have supported their children but the level of support is not high. There are still many parents who do not spend time with their children and do not really encourage their children when they have difficulty with their grades.
Three is, parents control their children's behavior quite tightly, from arguing with adults, forcing their children to do their best in what they are doing and especially controlling their hours, going out and even what they do in their free time.
Four isAlthough the tendency to control psychology has the lowest GPA, many parents put pressure on their children when they get bad grades, blaming, scolding... making them feel heavier and more guilty.
In the parent-child relationship of secondary school students, the level of openness in this relationship is not high. The general assessment of many students is that their parents know how to listen and can understand their thoughts and difficulties. However, many students also think that they are still being imposed on, they are still afraid, do not really trust and are not open enough to be able to share frankly what they are thinking or having difficulties with their parents.
Parent-child relationships differ in significance across a number of relevant factors, including different grades, student achievement and gender, parents' age, and mothers' occupation.
Research results show that the closer the parent-child relationship and the higher the level of openness between parents and children, the lower the rate at which students become victims of bullying and engage in bullying.
The level of parent-child openness is positively correlated with children's prosocial behavior. The closer the parent-child relationship, the more prosocial the child is likely to be, but the data also show that this correlation is not strong.
Regarding the correlation between aspects of educational style and students' bullying behavior, we draw the following conclusions:
Parental support for children was negatively correlated with student bullying, student victimization, and student prosocial behavior. Only the correlation between parental support and student prosocial behavior was statistically significant.
Parental psychological control was positively correlated with both the bullying and victimization groups and prosocial behavior. The correlation between parental psychological control and prosocial behavior was statistically significant and had a stronger correlation than the other two groups. This means that the higher the level of parental psychological control, the higher the risk of students being victims or bullying others. However, this correlation was not strong, meaning that parental psychological control does not always lead to the risk of bullying behavior in students.
Parental behavioral control was positively correlated with students' high prosocial behavior, but the correlation was 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 the 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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