The goal of the current study was to determine the predominant type of bullying among academically gifted high school students. Due to the sensitive nature of the topic, only those participants who have already reached the age of 18 were included in the research, using non-probability purposive sampling.
Introduction
- Introduction
- Background of the Study
- Bullying in the Kazakhstani Context
- Research Problem
- Purpose Statement
- Research Questions
- The Significance and Contribution of the Study
- Definition of Central Terms
- Thesis Outline
The findings of the current study will contribute to the development of two areas: these are the field of educational research in Kazakhstan and the improvement of the overall well-being of students at school. First, the findings of the current study are expected to fill the existing gap in Kazakhstani educational research in the field of bullying and academically gifted students.
Literature review
- Introduction
- Identifying Bullying
- Bullying and the Gifted
- Bullying in Asian Context
- Types of Bullying
- Physical Bullying
- Verbal Bullying
- Relational Bullying
- Cyber Bullying
- Differences in Bullying
- Bullying and Academic Achievement
- Bullying and Residence
- Bullying and Gender
- Bullying and Ethnicity
- Conceptual Framework for the Differences in the Bullying Behaviour
- Theoretical Framework
In Japan, for example, cases of bullying mainly took place in the classroom and were carried out by students of the same age who were known to the victim. This section reviews studies conducted in the field of bullying, focusing on each of the four forms of bullying: physical, verbal, relational, and cyber. A survey conducted by the National Center for Education Statistics (NCES), the Institute of Education Sciences (IES) and the Bureau of Justice Statistics (BJS) in the US in 2011 found that the percentage of boys who reported being physically bullied was higher than the percentage of girls reporting the same type of bullying (Robers et al., 2014).
Regarding gender differences in rates of verbal bullying, research conducted by NCES (National Center for Education Statistics), IES (Institute of Education Sciences), and BJS (Bureau of Justice Statistics) in 2011 showed that girls had more were more likely to have been verbally bullied than boys within the age group of 12 - 18 years, including cases of ridicule and/or being called names, by 19 and 16%, respectively (Robers et al., 2014). Consequently, the current studies mentioned above suggest that the level of bullying among students who live in dormitories is higher than those who live with their families. Thus, native Brazilian Indian individuals, who represent a minority group in the population and, accordingly, in the student sample, were more likely to be verbally bullied (Azeredo et al., 2015).
Thus, the importance of examining differences in ethnic background in bullying remains crucial, as studies show conflicting findings and the role of ethnicity remains unclear. There is some inconsistency in the literature regarding differences in ethnicity: some studies show it to be a strong predictor, others do not.
Methodology
- Introduction
- Research Design and Rational
- Research Site
- Sample and sampling procedures
- Data Collection Instruments
- Data Collection Procedures
- Data Analysis Methods
- Ethical Concerns and Risks of Research
- Limitations
Along with the reasons, the time frame of the research study is important in identifying its design. Due to the sensitive nature of this topic, the target population of the research that the present study investigated is 12th grade students attending a school for the gifted and talented in Kazakhstan, who have already reached the age of 18. The study purposefully used non-probability. sampling because the focus of the research is to study PVRC bullying specifically among students defined as academically gifted.
In addition to the research study variables mentioned above, the current study examined ethnicity, language of instruction, academic performance, and residence and determined whether there was any relationship between these variables. The online survey included an informed consent form with the purpose of the research, the risks and benefits to the participants, the procedure, and the estimated time required to complete the survey. One of the limitations of using a survey research design is the possibility of a relatively low response rate.
Possible threat of a low response rate lies in the question of validity of the information to be collected (Arthur, 2012). The next chapter will present the detailed analysis of the results of the online survey.
Findings
Descriptive Analysis
At the research location the language of instruction is Kazakh or Russian. Therefore, the survey was only offered in these two languages. So there are 88 respondents with Kazakh and 33 respondents with Russian as the language of instruction (Table 2). It is clear from the survey results that the majority of participants indicated that they usually receive A grades, with 52.5% and 68.6 valid percent.
Regarding the residence variable, Table 4 illustrates that 21 respondents live in the school residence while the majority, which is 100 respondents, live with their families.
Findings according to the Research Questions
- Are there differences in gender / ethnicity / residence / academic achievement in
- Are there differences in gender / ethnicity / residence / academic achievement in
None of the girls reported “always” engaging in physical bullying; in total, 1.7% of respondents who reported 'always' were male (Figure 6). It is interesting to note that girls did not report instances of verbal bullying that occurred “almost all the time” and “all the time.” This means that 3.3% and 2.5% of respondents reporting this frequency of verbal bullying, respectively, were boys. With regard to verbal bullying aggression, more than half of the respondents to the item with the statement about verbal bullying report that they have never done this.
Regarding the residence variable, over 70% of the participants reported that they have never committed physical bullying. The majority of participants who responded to the item indicating academic performance and physical bullying reported no instances of involvement in physical bullying. There were no notable differences in the responses of the participants who reported that they usually get A grades and those with B grades.
The results show that over 70% of the participants have never been exposed to cyberbullying victimization. Over half of the participants did not report any cases of physical bullying victimization, the same trend was observed for social bullying.
Discussion
- Introduction
- Main Findings and Link to the Literature
- Answers to the Research Questions
- Summary
Regarding gender differences in cyberbullying behavior, a key finding was that boys were more likely to commit cyberbullying. However, there were no notable gender differences for cyberbullying victimization, which contradicts the results of Erdur-Baker's (2010) study, Juan et al. 2009) who reported that girls are more likely to be victims of cyberbullying. Overall, there were no significant differences in physical, verbal and relational forms of bullying by participants' ethnic background.
This finding is in line with the findings of Seals and Young (2001) and Wolke et al. 2001) presented in the review of the relevant literature in which they found a weakness. Regarding differences in PVRC bullying depending on participants' place of residence, the current study revealed no clear differences in the level of involvement in both bullying aggression and perpetration between all four types. After discussing the results of the study and relating them to the broader context presented in the literature review, the current dissertation assumes that the findings were useful and could be applied in answering the research questions.
The second sub-question of the present study was related to the determination of gender, ethnicity, residence, and self-reported student academic achievement differences in PVRC victimization. There were no significant differences in student ethnicity in their reports of PVRC bullying.
Conclusions and Recommendations
Study Summary
Recommendations for School Practice
Second, it is essential not to overlook more covert types of bullying, such as relational bullying, as it may be the reason why some students may feel unsafe at school (Goldstein, Young & Boyd, 2008). Furthermore, the results of the current study showed no gender differences, meaning that boys and girls are equally vulnerable to activities such as the silent treatment and social exclusion. Since all students with high academic talent, who study in the selected school, have a high academic load and spend most of their time in school, it would be advisable for the school administration to take coordinated actions together with school psychologist and teachers. aimed at researching and initiating anti-bullying activities.
Furthermore, schools should have a policy in place to enforce offenders to ensure that all students feel safe at school.
Limitations of the Study
Recommendations for Future Research
Final Reflection
An essential part of the process was also the collaboration with school psychologists, which also resulted in the initial bones of future studies with the plan to further adapt the research instrument and its use among younger students within the work in school. Definitions of bullying: Age differences in the meaning of the term and the role of experience. The findings of this study will contribute to the development of two spheres, namely the field of educational research in Kazakhstan and the improvement of the general well-being of students in school.
Second, the findings of the current study will inform school administration, teachers and other educators involved in the teaching and learning process about the prevalent type of PVRC bullying among gifted and talented students and its gender differences, language of instruction, ethnicity, place of residence. and academic achievement. The school's role is voluntary and the school principal can decide to withdraw the school's participation at any time. It is assumed that the findings of the current study will contribute to the work of the school in improving the general well-being of students.
Independent Contact: If you are unhappy with the way this study is being conducted, or if you have any general concerns, complaints or questions about the research or your rights as a participant, please contact the NUGSE Research Committee to talking to someone independent of the research team at. The purpose of the survey is to identify the most prevalent type of physical, verbal, relational and cyberbullying (PVRC). Outside the school territory / мшект тренировнинан тыс / вне териотрий школы Not applicable (if the answer to the previous question is never) / ганти ход / не пременимо.
Мектеп аумағынан тыс Қолданбайды (алдыңғы сұраққа жауап ешқашан болмаса)
