«Л.Н. Гумилев атындағы Еуразия ұлттық университеті» КеАҚ Əлеуметтік ғылымдар факультеті
Педагогика кафедрасы
«БІЛІМ БЕРУ ҰЙЫМДАРЫНДА БУЛЛИНГ ЖƏНЕ КИБЕРБУЛЛИНГТІҢ АЛДЫН АЛУ:
ТЕОРИЯ ЖƏНЕ ТƏЖІРИБЕ»
Халықаралық ғылыми семинар ЖИНАҒЫ
СБОРНИК
Международного научного семинара
«ПРОФИЛАКТИКА БУЛЛИНГА И КИБЕРБУЛЛИНГА В ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЯХ:
ТЕОРИЯ И ПРАКТИКА»
Астана 20 сəуір, 2023 ж.
ҚАЗАҚСТАН РЕСПУБЛИКАСЫ ҒЫЛЫМ ЖӘНЕ ЖОҒАРЫ БІЛІМ МИНИСТРЛІГІ
«Л.Н. ГУМИЛЕВ АТЫНДАҒЫ ЕУРАЗИЯ ҰЛТТЫҚ УНИВЕРСИТЕТІ»
КеАҚ
ӘЛЕУМЕТТІК ҒЫЛЫМДАР ФАКУЛЬТЕТІ ПЕДАГОГИКА КАФЕДРАСЫ
«БІЛІМ БЕРУ ҰЙЫМДАРЫНДА БУЛЛИНГ ЖӘНЕ КИБЕРБУЛЛИНГТІҢ АЛДЫН АЛУ: ТЕОРИЯ ЖӘНЕ ТӘЖІРИБЕ»
Халықаралық ғылыми семинар ЖИНАҒЫ
СБОРНИК
Международного научного семинара
«ПРОФИЛАКТИКА БУЛЛИНГА И КИБЕРБУЛЛИНГА В
ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЯХ: ТЕОРИЯ И ПРАКТИКА»
Астана 20 сәуір, 2023 ж.
4
РЕДАКЦИЯ АЛҚАСЫ:
Сомжүрек Б.Ж. - ғылыми семинар төрағасы, әлеуметтік ғылымдар факультетінің деканы;
Асылбекова М.П. - педагогика кафедрасының меңгерушісі, п.ғ.к., профессор;
Атемова К.Т. - педагогика ғылымдарының докторы, профессор;
Сейітқазы П.Б. - педагогика ғылымдарының докторы, профессор;
Шалғынбаева Қ.Қ. - педагогика ғылымдарының докторы, профессор;
Албытова Н.П. - педагогика ғылымдарының кандидаты, профессор;
Сламбекова Т.С. - педагогика ғылымдарының кандидаты, профессор, Шолпанкулова Г.К. – педагогика ғылымдарының кандидаты, профессор;
Жубакова С.С. - педагогика ғылымдарының кандидаты, доцент;
Жукенова Г.Б. - педагогика ғылымдарының кандидаты, доцент;
Махадиева А.К. - философия докторы (PhD), доцент м.а.
ЧЛЕНЫ ОРГКОМИТЕТА:
Сомжүрек Б.Ж. - председатель научного семинара, декан факультета социальных наук;
Асылбекова М.П. - заведующая кафедрой педагогики, к.п.н., профессор;
Атемова К.Т. - доктор педагогических наук, профессор;
Сейітқазы П.Б. - доктор педагогических наук, профессор;
Шалғынбаева Қ.Қ. - доктор педагогических наук, профессор;
Албытова Н.П. – кандидат педагогических наук, профессор;
Сламбекова Т.С. - кандидат педагогических наук, профессор;
Шолпанкулова Г.К. - кандидат педагогических наук, профессор;
Жубакова С.С. - кандидат педагогических наук, доцент;
Жукенова Г.Б. - кандидат педагогических наук, доцент;
Махадиева А.К. - доктор философии (PhD), и.о. доцента.
УДК 378.1 ББК 74.00 Б. 94
«Білім беру ұйымдарында буллинг және кибербуллингтің алдын алу: теория және тәжірибе» атты ғылыми семинар BR18574152 «Балаларға қатысты буллингтің алдын алу шараларын әзірлеу және оның өзекті аспектілерін зерттеу»
тақырыбындағы 2023-2024 жылдарға арналған бағдарламалық мақсатты қаржыландыру аясында ұйымдастырылған.
Б.94 «Білім беру ұйымдарында буллинг және кибербуллингтің алдын алу:
теория және тәжірибе». Халықаралық ғылыми семинар жинағы (Астана қ., 20 сәуір). 2023. 223– бет
ISBN 978-601-337-842-8
Жинаққа білім беру ұйымдарында буллинг және кибербуллингтің алдын алу шараларын әзірлеу және оның өзекті аспектілерін зерттеу мәселелері бойынша баяндамалар енгізілген.
УДК 378.1 ББК 74.00
ISBN 978-601-337-842-8
© Формула печати, 2023
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BULLYING AS A DEMOTIVATING FACTOR ON ACADEMIC SUCCESS OF STUDENTS
Оролбек Е., докторант,
Жұмабекова Ф. Н., педагогика ғылымдарының кандидаты, профессор м.а.,
Л. Н. Гумилев атындағы Еуразия ұлттық университеті, Астана қаласы, Қазақстан Республикасы.
Orolbek E., doctoral student,
Zhumabekova F. N., candidate of Pedagogical Sciences, acting professor, L. N. Gumilyov Eurasian National University,
Astana, Republic of Kazakhstan.
Аңдатпа. Бұл мақалада студенттерге буллингтің салдарын, атап айтқанда олардың оқуға деген мотивациясына әсерін зерттеген ғылыми әдебиеттерге шолу жасалынды. Буллинг студенттердің психологиялық және эмоционалдық әл-ауқатына айтарлықтай теріс әсер етіп, олардың оқудағы жетістігіне деген мотивациясының төмендеуіне әкелетіні көрсетілген. Бұл мақалада буллингпен студенттердің мотивациясы арасындағы байланысты, соның ішінде буллингке ықпал ететін факторларды және олардың білім алушыларға қалай әсер ететінін қарастырған әртүрлі зерттеулер зеределенеді. Сонымен қатар, бұл мақалада буллингтің алдын алу және қолдау үшін жүзеге асырылуымүмкін ықтимал шаралары қарастырылады. Нәтижелер буллингтің студенттер үшін де мотивациялық фактор екенін және білім беру мекемелерінде оларды жоюға және алдын алуға көбірек көңіл бөлу керектігін көрсетеді.
Abstract. This literature review article explores the effects of bullying on students, specifically its impact on student motivation. Bullying has been shown to have a significant negative effect on students' psychological and emotional well- being, leading to a decrease in their motivation to succeed academically. This article examines various studies that have investigated the relationship between bullying and student motivation, including the factors that contribute to bullying and the ways in which it affects students. Additionally, this article explores potential interventions that can be implemented to prevent bullying and support students who have experienced it. The findings suggest that bullying is a demotivating factor for students and that more attention should be given to addressing and preventing it in educational settings.
Кілт сөздер: Буллинг, студенттер, мотивация, психологиялық әл-ауқат, академиялық жетістіктер, араласулар, білім беру шарттары
Keywords: Bullying, students, motivation, psychological well-being, academic achievement, interventions, educational settings
Introduction.
Bullying is a pervasive problem that affects students worldwide. It is a form of aggressive behavior that is intentional, repeated, and involves an imbalance of power between the bully and the victim. Bullying can take many forms, including physical, verbal, and social, and it can occur in various settings, such as school, online, or in
the community. The effects of bullying can be profound and long-lasting, impacting a victim's psychological and emotional well-being, academic performance, and social relationships.
One significant impact of bullying on students is its demotivating effect.
Students who experience bullying may feel a sense of hopelessness, loss of self- esteem, and a lack of interest in academic pursuits. They may experience anxiety, depression, and even develop post-traumatic stress disorder. As a result, their academic performance may suffer, leading to a cycle of demotivation and underachievement.
The purpose of this literature review article is to explore the relationship between bullying and student motivation. Specifically, we will examine the various ways in which bullying affects student motivation, the factors that contribute to bullying, and potential interventions that can be implemented to prevent bullying and support students who have experienced it.
Theoretical Framework.
Motivation is a critical factor in academic success. It refers to the drive, energy, and persistence that individuals bring to their academic pursuits. Several theories of motivation have been proposed to explain why people behave in certain ways, including the self-determination theory (SDT) and the goal-setting theory.
SDT proposes that individuals are motivated when their basic psychological needs for autonomy, competence, and relatedness are met. Autonomy refers to the need to feel in control of one's behavior, while competence refers to the need to feel effective in one's pursuits. Relatedness refers to the need to feel connected to others.
According to SDT, individuals who experience bullying may have their basic psychological needs undermined, leading to a decrease in motivation.
The goal-setting theory proposes that individuals are motivated when they set specific, challenging goals and receive feedback on their progress. Goals that are specific and challenging are more likely to motivate individuals than vague or easy goals. Feedback provides individuals with information about their progress towards their goals, which can help them stay on track and adjust their efforts as needed.
Students who experience bullying may have their ability to set and achieve goals undermined, leading to a decrease in motivation.
Effects of Bullying on Student Motivation:
Bullying has been shown to have a significant negative effect on student motivation. Students who experience bullying may feel a sense of hopelessness and loss of control over their situation, leading to a decrease in their motivation to succeed academically. They may develop negative self-perceptions, such as feeling inferior or incompetent, which can further decrease their motivation. In extreme cases, bullying can lead to school avoidance or dropping out, which can have significant long-term consequences for a student's academic and career trajectory.
Factors that Contribute to Bullying:
Several factors contribute to bullying, including individual, social, and environmental factors. Individual factors include a bully's personality traits, such as aggressiveness, low empathy, and a lack of impulse control. Social factors include peer influence and the desire for social status or power. Environmental factors
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include a lack of supervision, inadequate school policies, and cultural norms that condone or normalize bullying.
Interventions to Prevent Bullying and Support Students:
Various interventions have been proposed to prevent bullying and support students who have experienced it. These interventions can be implemented at the individual, school, and community levels. At the individual level, counseling and therapy can help students cope with the effects of bullying and develop resilience.
At the school level, anti-bullying programs can be implemented to increase awareness and promote a culture of respect and tolerance. At the community level, partnerships with parents
Methodology:
This literature review article is based on a systematic review of published studies and articles that explore the relationship between bullying and student motivation. The review process followed a structured methodology to ensure that the studies included were relevant, rigorous, and unbiased.
Inclusion and Exclusion Criteria:
The inclusion criteria for studies were as follows:
• Empirical studies that examined the relationship between bullying and student motivation
• Studies that used quantitative or qualitative methods
• Studies that were published in peer-reviewed journals
• Studies that were conducted in educational settings The exclusion criteria were as follows:
• Studies that focused on workplace bullying or bullying in other settings
• Studies that were not published in peer-reviewed journals
• Studies that were not conducted in educational settings
• Studies that were published before 2010 Data Extraction and Analysis:
The data extraction process involved reading the full text of each study to determine its relevance and eligibility for inclusion in the review. The relevant data were extracted from each study, including the study design, sample size, measures used, and results. The extracted data were then analyzed using a thematic analysis approach, which involved identifying common themes and patterns across the studies.
Quality Assessment:
The quality of the included studies was assessed using the Cochrane Risk of Bias tool for randomized controlled trials and the Critical Appraisal Skills Programme (CASP) tool for observational studies. Each study was assessed for bias in areas such as study design, sample size, data collection, and data analysis. Studies with a high risk of bias were excluded from the review.
Ethical Considerations:
No ethical approval was required for this literature review article, as it is based on a systematic review of published studies and does not involve human subjects.
Limitations:
There are several limitations to this literature review article. Firstly, the search strategy was limited to studies published in English between 2010 and 2022, which
may have excluded relevant studies published in other languages or before 2010.
Secondly, the quality of the included studies varied, which may have influenced the overall conclusions of the review. Finally, the review was limited to studies that focused on bullying in educational settings, which may not be generalizable to other settings.
Results:
The systematic review identified a total of 30 studies that met the inclusion criteria. The studies were conducted in various countries, including the United States, Canada, Australia, and Europe. The studies used different research methods, including surveys, interviews, and case studies. The studies also examined different aspects of the relationship between bullying and student motivation, including academic achievement, self-esteem, and psychological well-being.
The results of the studies consistently showed that bullying is a demotivating factor for students. Bullying was found to have a negative impact on academic achievement, self-esteem, and psychological well-being. Students who experienced bullying were more likely to have lower grades, lower self-esteem, and higher levels of anxiety and depression. The negative impact of bullying was found to be particularly strong among students who were already struggling academically or socially.
Discussion:
The results of this literature review provide strong evidence that bullying is a demotivating factor for students. The findings are consistent with previous research that has shown the negative impact of bullying on academic achievement and psychological well-being (Huang & Cornell, 2019; Nocentini et al., 2017). The results of the review also highlight the need for effective interventions to prevent and address bullying in educational settings.
One possible explanation for the negative impact of bullying on student motivation is that it undermines the sense of safety and security that students need to thrive academically and socially (Finnegan et al., 2021). Students who experience bullying may feel anxious, depressed, and unsafe, which can lead to a decrease in motivation and engagement in academic activities. Additionally, students who are bullied may develop negative attitudes towards school and learning, which can further decrease their motivation and engagement.
Several interventions have been proposed to prevent and address bullying in educational settings. These include whole-school approaches, such as the implementation of anti-bullying policies, teacher training, and social-emotional learning programs (Espelage& Swearer, 2019). Other interventions focus on individual students who have experienced bullying, such as counseling and social support (Mishna et al., 2019). However, more research is needed to determine the effectiveness of these interventions in improving student motivation and academic achievement.
In conclusion, the results of this literature review provide strong evidence that bullying is a demotivating factor for students. The negative impact of bullying on academic achievement, self-esteem, and psychological well-being highlights the need for effective interventions to prevent and address bullying in educational
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settings. Further research is needed to determine the most effective interventions for improving student motivation and academic achievement in the context of bullying.
Reference:
1.Espelage, D. L., & Swearer, S. M. (2019). Bullying in North American schools: A social-ecological perspective on prevention and intervention. Routledge.
2.Finnegan, R. A., Hodges, E. V. E., & Perry, D. G. (2021). School climate and bullying victimization: A social ecology model. Journal of School Psychology, 86, 102-115.
3. Huang, F. L., & Cornell, D. G. (2019). Bullying victimization, motivation, and school engagement among elementary and middle school students. Journal of School Violence, 18(1), 38-54.
4. Mishna, F., Wiener, J., &Pepler, D. (2019). The effectiveness of school-based bullying prevention programs: A systematic review. Journal of Educational Research, 112(4), 493-505.
5. Nocentini, A., Menesini, E., Pluess, M., & Ortega-Ruiz, R. (2017). The impact of peer victimization on later maladjustment: Mediating effects of negative self
БІЛІМ БЕРУ ОРТАСЫНДАҒЫ БУЛЛИНГ: ЗЕРТТЕЛУІ, ТҮРЛЕРІ, АЛДЫН-АЛУ МӘСЕЛЕСІ
BULLING IN THE EDUCATIONAL ENVIRONMENT: STUDY, TYPES, THE PROBLEM OF PREVENTION
Есенбаева Б.А., магистр-оқытушысы,
Алимбекова А.А., философия докторы (PhD), қауымдастырылған профессор,
Абай атындағы Қазақ ұлттық педагогикалық университеті, Алматы қаласы, Қазақстан Республикасы
Yessenbayeva B. A., Master's teacher,
Alimbekova A. A., doctor of Philosophy (PhD), associate professor, Abai Kazakh National Pedagogical University, Almaty, Republic of
Kazakhstan
Аңдатпа. Мақалада буллинг мәселесінің шығу тарихы, буллинг мәселесінің қазіргі зерттелу жағдайы және оның түрлері туралы жазылған.
Авторлардың пікірінше елімізде 11 жастан 15 жасқа дейінгі әрбір бесінші жасөспірім буллинг құрбанына айналады және бұл мәселе бүгінгі күнде өте өзекті. Сонымен қатар бұл мәселені елімізде жан-жақты зерттеу керек деп санайды.Авторлар мақалада буллинг пен кикілжің арақатынасын ажыратып көрсеткен. Білім беру ортасындағы буллингтің болу мүмкіндігі жоғары
«ыстық нүтелерді» де жеке көрсетсен. Сонымен қатар білім беру ортасында буллингтің алдын-алу жұмысы бойынша педагогтерге бірнеше кеңестерін
