Regresment of high school students` bullying level

In the research, the bullying level of the students were generaly regressedaccording to gender by determining the frequency and the places in which bullybehaviours happened. From the variables, gender, family?s socio-economic level,perceived academic success, frequency faulty behaviours, adults? infuences, self-esteem, continuous anger, manifesting anger, keeping anger inside and controllinganger, students? level of bully personality, self-confidence and avoiding bullyingwere regressed.The research was performed on 481 girls and 582 boys total 1063 studentsbeing educated on the 9th, 10th and 11th grades of six public schools in the center ofAnkara. In the study, bullying behaviours of the students were determined with?Student Relations Attitude? developed by the researcher and consisting of three sub-measures ?bully personality?, ?self-confidence?, ?avoiding bullying?; self-esteemlevels were determined with ?Self-Esteem Inventory for High-School Students?(Güngör, 1989); their anger levels and the ways they express their anger weredetermined with ?The Measure of Self-Regression? (Özer, 1999b). The researcherdid validity of attitude measure of student relations towards high school students.Information about students? individual qualities was obtained with ?PersonalInformation Form? developed by the researcher. Since each of the explainedvariables was individually processed and the explanatory variables were processed asa whole in terms of statistics, the levels of ?bully personality?, ?self-confidence? and?avoidance from bullying? of the students were analyzed with the ?multipleregression method?.When the first sub-problem of the research, findings where the bullyingoccurs in general and according to gender and its frequency are examined, it is seenthat the bullying is observed in the schools at the rate of 72 % and outside the schoolat the rate of 28 %. When the locations of bullying and its frequency are examinedbased on the gender variable, it is understood that the boys think that the bullyingivoccurs both in the school and outside the school more frequently when compared tothe girls.At the end of the research, it is determined that the most important explainersof the ?bully personality? levels of students are the variables of showing anger,gender, frequency of the faulty behaviour, level of self-esteem, level of keepinganger inside and it is found that all of the explanatory variables together account for23 % of the levels of ?bully personality? of the students. Most important explainersof the levels of self-confidence are determined as the variables of level of self-esteem, controlling anger, manifesting anger and continuous anger and it is found outthat all of the explanatory variables together explain 24 % of the levels of students?self-confidence. Most important explainers of the levels of ?avoidance frombullying? of the students are determined as the variables of level controlling theanger, adult effects, level of keeping anger inside, and level of continuous anger andit is found out that all of the explanatory variables together explain 19 % of the levelsof ?avoidance from bullying? of the students. It is found that the other independentvariables are not important explainers of the levels of ?bully personality? , ?self-confidence? and ?avoidance from bullying? of students.Findings which were obtained, give important clues about what the methodsshould be in order to prevent and intervene the possible bullying in schools againsthigh school students. Although additional research is needed for clarifying thesefindings, findings of the research shall support using a comprehensive approach forthe subject of methods which can be valid for preventing and stopping bullying. Suchan approach requires development and implemention of programs for increasingsupervision of the adults, making the students acquire the skill of controlling theiranger and expressing their anger in an appropriate manner, encouraging the studentsto use methods which do not contain aggressiveness during any conflict, givingpsychological support to the students who has antisocial personality, establishing aschool and clasroom environment which shall support and facilitate the developmentprocess of self-esteem of the students and minimizing the negative adult effects,within schools in particular and outside the schools.