Εκφοβισμός, Προσωπικότητα και Δεσμός Προσκόλλησης σε Μαθητές Προεφηβικής Ηλικίας
Abstract
Bullying has been recognized as a serious problem in many countries, including Greece, with an increasing number of empirical studies investigating the phenomenon in Greek schools. Bullying has been linked to specific personality traits and attachment style. However, to date, relatively little is known about the association between bullying and the Big Five personality factors. Hence, the purpose of the current study is to examine the relationship among bullying, personality (Five Factor Model) and attachment style in a sample of Greek preadolescents. Furthermore, the present research aims to study the various forms of bullying (physical, direct and indirect relational, verbal, behavioral) in order to investigate whether participation in different forms of bullying is related to the same personality characteristics. Overall, 282 students (43,3% girls) attending the last two grades of Greek public elementary school took part in the study. Participants completed a self-report questionnaire measuring bullying, Big Five personality factors and attachment style.
Results indicated that participants reported primarily more indirect relational, physical and verbal aggression. Specifically, approximately one quarter of the sample was classified as bullies, while the rest were uninvolved. Data analysis showed that boys participated more frequently in bullying, reporting more direct relational, physical and verbal aggression, and less indirect relational and behavioral aggression compared to girls. Compared to the uninvolved, bullies scored lower on Conscientiousness, Agreeableness, and higher on Emotional Instability. Of special interest was the finding that a high percentage of both bullies and uninvolved participants reported secure attachment style. Further analyses showed that, in terms of gender, most of the bullies reporting secure attachment were boys. However, no statistically significant gender differences in personality traits were evident for this group. Additionally, results indicated that many uninvolved students reported insecure attachment. Particularly, uninvolved girls with insecure attachment reported more Emotional Instability and Agreeableness compared to boys.
Correlation analyses for the total sample showed that all forms of bullying were positively associated with Emotional Instability, and negatively with Conscientiousness, Agreeableness and Openness to Experience. Therefore, involvement in different bullying forms was independent of participants’ personality traits. Findings are discussed in terms of prevention and intervention strategies regarding bullying, with practical suggestions including the reinforcement of positive personality traits in bullies, curricular changes, as well as individualized intervention programs for those involved.
Results indicated that participants reported primarily more indirect relational, physical and verbal aggression. Specifically, approximately one quarter of the sample was classified as bullies, while the rest were uninvolved. Data analysis showed that boys participated more frequently in bullying, reporting more direct relational, physical and verbal aggression, and less indirect relational and behavioral aggression compared to girls. Compared to the uninvolved, bullies scored lower on Conscientiousness, Agreeableness, and higher on Emotional Instability. Of special interest was the finding that a high percentage of both bullies and uninvolved participants reported secure attachment style. Further analyses showed that, in terms of gender, most of the bullies reporting secure attachment were boys. However, no statistically significant gender differences in personality traits were evident for this group. Additionally, results indicated that many uninvolved students reported insecure attachment. Particularly, uninvolved girls with insecure attachment reported more Emotional Instability and Agreeableness compared to boys.
Correlation analyses for the total sample showed that all forms of bullying were positively associated with Emotional Instability, and negatively with Conscientiousness, Agreeableness and Openness to Experience. Therefore, involvement in different bullying forms was independent of participants’ personality traits. Findings are discussed in terms of prevention and intervention strategies regarding bullying, with practical suggestions including the reinforcement of positive personality traits in bullies, curricular changes, as well as individualized intervention programs for those involved.
Article Details
- Zitationsvorschlag
-
Kokkinos, C. M., Voulgaridou, I., & Koukoutsis, N. (2014). Εκφοβισμός, Προσωπικότητα και Δεσμός Προσκόλλησης σε Μαθητές Προεφηβικής Ηλικίας. Preschool and Primary Education, 3(1), 53–79. https://doi.org/10.12681/ppej.135
- Ausgabe
- Bd. 3 Nr. 1 (2015)
- Rubrik
- Άρθρα
Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.
Downloads
Keine Nutzungsdaten vorhanden.
Literaturhinweise
Andreou, E., Didaskalou, E., & Vlachou, A. (2007). Evaluating the effectiveness of a curriclum-based anti-bullying intervention program in Greek primary schools. Educational Psycholgy: An International Journal of Experimental Educational Psychology, 27, 693-711.
Armsden, G. C., & Greenberg, M. T. (1987). The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16, 427-454.
Barbaranelli, C., Caprara, G. V., Rabasca, A., & Pastorelli, C. (2003). A questionnaire for measuring the Big Five in late childhood. Personality and Individual Differences, 34, 645-664.
Barlett, C. P., & Anderson, C. A. (2012). Direct and indirect relations between the Big 5 personality traits and aggressive and violent behavior. Personality and Individual Differences, 52, 870-875.
Beaty, L. A., & Alexeyev, E. B. (2008). The problem of school bullies: What the research tells us. Adolescence-San Diego, 43, 1-11.
Bibou-Nakou, I., Asimopoulos, C., Hatzipemou, T., Soumaki, E., & Tsiantis, J. (2014). Bullying in Greek secondary schools: Prevalence and profile of bullying practices. International Journal of Mental Health Promotion, 16, 3-18.
Bollmer, J. M., Harris, M. J., & Milich, R. (2006). Reactions to bullying and peer victimization: Narratives, physiological arousal, and personality. Journal of Research in Personality, 40, 803-828.
Book, A. S., Volk, A. A., & Hosker, A. (2012). Adolescent bullying and personality: An adaptive approach. Personality and Individual Differences, 52, 218-223.
Boulton, M. J., Trueman, M., & Flemington, I. (2002). Associations between secondary school pupils' definitions of bullying, attitudes towards bullying, and tendencies to engage in bullying: Age and sex differences. Educational Studies, 28, 353-370.
Burnette, J. L., Davis, D. E., Green, J. D., Worthington Jr. E. L., & Bradfield, E. (2009). Insecure attachment and depressive symptoms: The mediating role of rumination, empathy, and forgiveness. Personality and Individual Differences, 46, 276-280.
Burr, J. E., Ostrov, J. M., Jansen, E. A., Cullerton-Sen, C., & Crick, N. R. (2005). Relational Aggression and Friendship During Early Childhood: “I won’t be your friend!”. Early Education & Development, 16, 161-183.
Burton, L. A., Hafetz, J., & Henninger, D. (2007). Gender differences in relational and psysical aggression. Social Behavior and Personality: An International Journal, 35, 41-50.
Γαλανάκη, Ε. (2010). Βέλτιστες πρακτικές για την αντιμετώπιση του σχολικού εκφοβισμού: Τι δείχνει η σύγχρονη έρευνα. Στο Πανεπιστήμιο Αθηνών-Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας – Εταιρεία Ειδικής Παιδαγωγικής Ελλάδος (Επιμ.), Πρακτικά 2ου Πανελλήνιου Συνεδρίου Ειδικής Αγωγής: Η Ειδική Αγωγή αφετηρία εξελίξεων στην επιστήμη και στην πράξη, CD-ROM (σελ. 1-23). Αθήνα: Γρηγόρης.
Camodeca, M., & Goosens, F. A. (2005). Aggression, social cognitions, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46, 186-197.
Caravita, S., & Cillessen, A. H. (2012). Agentic or communal? Associations between interpersonal goals, popularity, and bullying in middle childhood and early adolescence. Social Development, 21, 376-395.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in children and adolescents: A meta-analytic review. School Psychology Quarterly, 25, 65–83.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74-101.
Crick, N. R., & Nelson, D. A. (2002). Relational and physical victimization within friendships: Nobody told me there’d be friends like these. Journal of Abnormal Child Psychology, 30, 599-607.
Crick, N. R., Nelson, D. A., Morales, J. R., Cullerton-Sen, C., Casas, J. F., & Hickman, S. E. (2001). Relational victimization in childhood and adolescence. In J. Junoven & S. Graham (Eds.), School-based peer harassment: The plight of the vulnerable and the victimized (pp. 196-214). New York: Guilford.
Critchfield, K. L., Levy, K. N., Clarkin, J. F., & Kernberg, O. F. (2008). The relational context of aggression in borderline personality disorder: Using adult attachment style to predict forms of hostility. Journal of Clinical Psychology, 64, 67-82.
Δεληγιάννη-Κουιμτζή, Β., & Σακκά, Δ. (2005). «Ο άντρας το ‘χει μέσα του»: απόψεις εφήβων για τη βία και την επιθετικότητα. Στο Β. Δεληγιάννη-Κουιμτζή, & Δ. Σακκκά (με τις Ηρακλείδου, Μ. & Φρόση, Λ.) (Επιμ.), Μεγαλώνοντας ως αγόρι: Διερεύνηση της ανάπτυξης της αντρικής ταυτότητας στην εφηβική ηλικία (σελ. 75-106). Αθήνα: Gutenberg.
De Fruyt, F., Van Hiel, A., & Buyst, V. (1998). Parental personality descriptors of boys and girls. In G. A. Kohnstamm, C. F. Halverson, Jr., I. Mervielde, & V.L. Havill (Eds.), Parental descriptions of Child Personality: Developmental antecedents of the Big Five? (pp. 155–167). Hillsdale, NJ: Erlbaum.
De Pauw, S. S. W., & Mervielde, I. (2010). Temperament, personality and developmental psychopathology: A review based on the conceptual dimensions underlying childhood traits. Child Psychiatry and Human Development, 41, 313–329.
Duffy, A. L. (2004). Bullying in schools: A social identity perspective. Unpublished doctoral dissertation, Griffith University, Gold Coast, Queensland.
Ehrler, D., & Evans, J. (1999). Extending big-five theory into childhood: A preliminary investigation into the relationship between big-five personality traits and behavior problems in children. Psychology in the Schools, 36, 451-458.
Ehrler, D. J., Evans, J. G., & McGhee, R. L. (1999). Extending Big-Five theory into childhood: A preliminary investigation into the relationship between Big-Five personality traits and behaviour problems in children. Psychology in the Schools, 36, 451–58.
Elicker, J., Englund, M., & Sroufe, L. A. (1992). Predicting peer competence and peer relationships in childhood from early parent-child relations. In R. D. Parke & G. W. Ladd (Eds.), Family-peer relationships: Models of linkage (pp. 77-106). Hisdale, NJ: Erlbaum.
Fanti, K. A., & Henrich, C. C. (2014). Effects of self-esteem and narcissism on bullying and victimization during early adolescence. The Journal of Early Adolescence. doi:0272431613519498.
Fonagy, P. (2001). Attachment theory and psychoanalysis. London, Great Britain: Routledge.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (2013). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology, 51, 469-485.
Greene, M. B. (2000). Bullying and harassment in schools. In R. S. Moser, & C. E. Franz (Eds.), Shocking violence: Youth perpetrators and victims – A multidisciplinary perspective (pp. 72-101). Sprongfield, IL: Charles C. Thomas.
Griffith, J. W., Zinbarg, R. E., Craske, M. G., Mineka, S., Rose, R. D., Waters, A. M., et al., (2010). Neuroticism as a common dimension in the internalizing disorders. Psychological Medicine: A Journal of Research in Psychiatry and the Allied Sciences, 40, 1125–1136.
Hazan, C., & Shaver, P. (1987). Romantic Love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511-524.
Howitt, D., & Cramer, D. (2010). Στατιστική με το SPSS 16. (Σ. Κοντάκος, Μετ.). Αθήνα: Κλειδάριθμος.
Jacobsen, T., & Hofmann, V. (1997). Children’s attachment representations: Longitudinal relations to school behavior and academic competency in middle childhood and adolescence. Developmental Psychology, 33, 703–710.
Jensen-Campbell, L. A., Adams, R., Perry, D. G., Workman, K. A., Furdella, J. Q., & Egan, S. K. (2002). Agreeableness, extraversion, and peer relations in early adolescence: Winning friends and deflecting aggression. Journal of Research in Personality, 36, 224–251.
Jensen-Campbell, L. A., Knack, J. M., Waldrip, A. M., & Campbell, S. D. (2007). Do Big Five personality traits associated with self-control influence the regulation of anger and aggression? Journal of Research in Personality, 41, 403-424.
Κοκκέβη, Α, Σταύρου, Μ., Φωτίου, Α., & Καναβού, Ε. (2010). Έφηβοι και βία. Ερευνητικό Πανεπιστημιακό Ινστιτούτο Ψυχικής Υγιεινής. Ανακτήθηκε τον Απρίλιο του 2014 από http://blogs.sch.gr/kkiourtsis/files/2012/01/efivoi_kai_via_09_HBSC_2010_EPIPSI_2012.pdf.
Kokkinos, C. M. (2007). Elementary school children’s involvement in bullying and victimization: The role of attachment style and internalizing and externalizing symptomatology. Scientia Peadagogica Experimentalis, XLIV, 1, 33 – 49.
Kokkinos, C. M. (2013). Bullying and victimization in early adolescence: Associations with attachment style and perceived parenting. Journal of School Violence, 12, 174-192.
Kokkinos, C. M., Antoniadou, N., Dalara, E., Koufogazou, A., & Papatziki, A. (2013). Cyber-bullying, personality and coping among pre-adolescents. International Journal of Cyber Behavior, Psychology and Learning, 3, 55-69.
Kokkinos, C. M., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social Psychological Education, 15, 41-58.
Kokkinos, C. M., & Markos, A. (2014). The Big Five questionnaire for children (BFQ-C): Factorial invariance across gender and age in a Greek sample of pre-adolescents. Manuscript submitted for publication.
Kokkinos, C. M., Panayiotou, G., Charalambous, K., Antoniadou, N., & Davazoglou, A. (2010). Greek EPQ-J: Further support for a three-factor model of personality in children and adolescents. Journal of Psychoeducational Assessment, 28, 259-269.
Kokkinos, C. M., Sarroudi, I., & Baxevanidou, A. (2010, May). Development and validation of a scale measuring bullying and victimization in Greece. Paper presented at the 12th Biennial Conference of the European Association for Research on Adolescence, Vilnius, Lithuania.
Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51, 472-477.
Larke, I. D., & Beran, T. N. (2006). The relationship between bullying and social skills in primary school students. Issues in Educational Research, 16, 1-11.
McCrae, R. R., & Costa, P. T. J. (1990). Personality in adulthood. New York: Guilford.
Menesini, E., Camodeca, M., & Nocentini, A. (2010). Bullying among siblings: The role of personality and relational variables. British Journal of Developmental Psychology, 28, 921–939.
Mervielde, I., & De Fruyt, F. (2000). The Big Five personality factors as a model for the structure of children’s peer nominations. European Journal of Personality, 14, 91-106.
Michiels, D., Grietens, H., Onghena, P., & Kuppens, S. (2008). Parent-child interactions and relational aggression in peer relationships. Developmental Review, 28, 522-540.
Miller, J. D., Zeichner, A., & Wilson, L. F. (2012). Personality correlates of aggression: evidence from measures of the five-factor model, UPPS model of impulsivity, and BIS/BAS. Journal of interpersonal violence, 27, 2903-2919.
Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31, 571–588.
Muris, P., Mayer, B., & Meesters C. (2000). Self-reported attachment style, anxiety, and depression in children. Social Behavior and Personality, 28, 157-162.
Muris, P., Meesters, C., & Diederen, R. (2005). Psychometric properties of the Big Five Questionnaire for Children (BFQ-C) in a Dutch sample of young adolescents. Personality and Individual Differences, 38, 1757-1769.
Muris, P., Meesters, C., Merckelbach, H., & Hülsenbeck, P. (2000). Worry in children is related to perceived parental rearing and attachment. Behaviour Research and Therapy, 38, 487-497.
Muris, P., Meesters, C., & van den Berg, S. (2003). Internalizing and externalizing problems as correlates of self-reported attachment style and perceived parental rearing in normal adolescents. Journal of Child and Family Studies, 12, 171–183.
Muris, P., Meesters, C., van Melick, M., & Zwambag, L. (2001). Self-reported attachment style, attachment quality, and symptoms of anxiety and depression in young adolescents. Personality and Individual Differences, 30, 809-818.
Nikiforou, M., Georgiou, S. N., & Stavrinides, P. (2013). Attachment to parents and peers as a parameter of bullying and victimization. Journal of Criminology. Retrieved from http://dx.doi.org/10.1155/2013/484871
Nishikawa, S., Hagglof, B., & Sundbom, E. (2010). Contributions of attachment and self-concept on internalizing and externalizing problems among Japanese adolescents. Journal of Child and Family Studies, 19, 334–342.
Olweus, D. (1993). Bullying in schools: What we know and what we can do. Oxford, U.K.: Blackwell Publishers.
Olweus, D. (1999). Sweden. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: A cross-national perspective (pp. 7-27). London & New York: Routledge.
Olweus, D. (2001a). Peer harassment: A critical analysis and some important issues. In J. Juvonen, & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 3–20). New York: Guilford Press.
Olweus, D. (2001b). Olweus’ core program against bullying and antisocial behavior: A teacher handbook. Bergen, Norway: Research Centre for Health Promotion (Hemil Center).
Owens, L., Daly, A., & Slee, P. (2005). Sex and age differences in victimization and conflict resolution among adolescents in a South Australian school. Aggressive Behavior, 31, 1-12.
Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental trajectories of bullying and associated factors. Child development, 79, 325-338.
Rigby, K. (2008). Σχολικός εκφοβισμός. Σύγχρονες απόψεις. (Α. Γιοβαζολιάς, Επιμ. Β. Δόμπολα, Μετ.). Αθήνα: Τόπος.
Saferstein, J. A., Neimeyer, G. J., & Hagans, C. L. (2005). Attachment aw a predictor of friendship qualities in College Youth. Social Behaviour and Personality, 33, 767-776.
Σακκά, Δ., & Μάρκος, Α. (2013). Από την πλευρά των εφήβων: Η βία και η επιθετικότητα στο σχολείο σε σχέση με την εθνοπολιτισμική προέλευση και το φύλο. Στο Β. Δεληγιάννη-Κουϊμτζή, Ε. Γωνίδα, Ε. Φίγγου, Α. Μπάκα, & Δ. Μωραΐτου (Επιμ.), Επιστημονική Επετηρίδα της Φιλοσοφικής Σχολής, Τμήμα Ψυχολογίας, Τόμος Ι (σελ. 127-162). Θεσσαλονίκη: Υπηρεσία Δημοσιευμάτων Αριστοτελείου Πανεπιστημίου Θεσσαλονίκης.
Salmivalli, C., Kaukiainen, A., & Lagerspetz, K. (2000). Aggression and sociometric status among peers: Do gender and type of aggression matter? Scandinavian Journal of Psychology, 41, 17-24.
Sapouna, M. (2008). Bullying in primary and secondary schools. School Psychology International, 29, 199–213.
Savina, E., Coulacoglou, C., Sanyal, N., & Zhang, Z. (2011). The study of externalizing and internalizing behaviours in Greek, Russian, Indian and Chinese children using the Fairy Tale Test. School Psychology International, 32, 1–15.
Seibert, L. A., & Kerns, K. (2014). Early mother-child attachment: Longitudinal prediction to the quality of peer relationships in middle childhood. International Journal of Behavioral Development, doi:0165025414542710.
Smith, P. K. (2004). Bullying: recent developments. Child and Adolescent Mental Health, 9, 98-103.
Stefanakou, A., Tsiantis, A. C., & Tsiantis, J. (2014). A review of antibullying prevention and intervention programmes in Greece. International Journal of Mental Health Promotion, 16, 19-27.
Stoltz, S., Prinzie, P., De Haan, A., Londen, M., De Castro, B. O., & Deković, M. (2013). Child Personality as Moderator of Outcome in a School-based Intervention for Preventing Externalising Behaviour. European Journal of Personality, 27, 271-279.
Sutton, J., Smith, P. K., & Swettenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435-450.
Tani, F., Freenman, P. S., Schneider, B. H., & Fregoso, M. (2003). Bullying and the Big Five: a study of childhood personality and participant roles in bullying incidents. School Psychology International, 24, 131-146.
Tippett, N., & Wolke, D. (2014). Socioeconomic status and bullying: a meta-analysis. American Journal of Public Health, 104, 48-59.
Toblin, R., Schwartz, D., Hommeyer-Gorman, A., & Abou, T. (2005). Social-cognitive and behavioral attributes of aggressive victims of bullying. Journal of Applied Developmental Psychology, 26, 329-346.
Troy, M., & Sroufe, L. A. (1987). Victimization among preschoolers: Role of attachment relationship history. Journal of the American Academy of Child and Adolescent Psychiatry 26, 166–172.
Veenstra, R., Lindenberg, S., Oldehinkel, A., De Winter, A., Verhulst, F., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41, 672 – 682.
Walden, L. M., & Beran, T. N. (2010). Attachment quality and bullying behavior in school-aged youth. Canadian Journal of School Psychology, 25, 5-18.
Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368-375.
Waters, E., & Cummings, M. (2000). A secure base from which to explore close relationships. Child Development, 71, 164–172.
Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35, 3-25.
Williams, K., & Kennedy, J. H. (2012). Bullying behaviors and attachment styles. North American Journal of Psychology, 14, 321-338.
Armsden, G. C., & Greenberg, M. T. (1987). The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16, 427-454.
Barbaranelli, C., Caprara, G. V., Rabasca, A., & Pastorelli, C. (2003). A questionnaire for measuring the Big Five in late childhood. Personality and Individual Differences, 34, 645-664.
Barlett, C. P., & Anderson, C. A. (2012). Direct and indirect relations between the Big 5 personality traits and aggressive and violent behavior. Personality and Individual Differences, 52, 870-875.
Beaty, L. A., & Alexeyev, E. B. (2008). The problem of school bullies: What the research tells us. Adolescence-San Diego, 43, 1-11.
Bibou-Nakou, I., Asimopoulos, C., Hatzipemou, T., Soumaki, E., & Tsiantis, J. (2014). Bullying in Greek secondary schools: Prevalence and profile of bullying practices. International Journal of Mental Health Promotion, 16, 3-18.
Bollmer, J. M., Harris, M. J., & Milich, R. (2006). Reactions to bullying and peer victimization: Narratives, physiological arousal, and personality. Journal of Research in Personality, 40, 803-828.
Book, A. S., Volk, A. A., & Hosker, A. (2012). Adolescent bullying and personality: An adaptive approach. Personality and Individual Differences, 52, 218-223.
Boulton, M. J., Trueman, M., & Flemington, I. (2002). Associations between secondary school pupils' definitions of bullying, attitudes towards bullying, and tendencies to engage in bullying: Age and sex differences. Educational Studies, 28, 353-370.
Burnette, J. L., Davis, D. E., Green, J. D., Worthington Jr. E. L., & Bradfield, E. (2009). Insecure attachment and depressive symptoms: The mediating role of rumination, empathy, and forgiveness. Personality and Individual Differences, 46, 276-280.
Burr, J. E., Ostrov, J. M., Jansen, E. A., Cullerton-Sen, C., & Crick, N. R. (2005). Relational Aggression and Friendship During Early Childhood: “I won’t be your friend!”. Early Education & Development, 16, 161-183.
Burton, L. A., Hafetz, J., & Henninger, D. (2007). Gender differences in relational and psysical aggression. Social Behavior and Personality: An International Journal, 35, 41-50.
Γαλανάκη, Ε. (2010). Βέλτιστες πρακτικές για την αντιμετώπιση του σχολικού εκφοβισμού: Τι δείχνει η σύγχρονη έρευνα. Στο Πανεπιστήμιο Αθηνών-Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας – Εταιρεία Ειδικής Παιδαγωγικής Ελλάδος (Επιμ.), Πρακτικά 2ου Πανελλήνιου Συνεδρίου Ειδικής Αγωγής: Η Ειδική Αγωγή αφετηρία εξελίξεων στην επιστήμη και στην πράξη, CD-ROM (σελ. 1-23). Αθήνα: Γρηγόρης.
Camodeca, M., & Goosens, F. A. (2005). Aggression, social cognitions, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46, 186-197.
Caravita, S., & Cillessen, A. H. (2012). Agentic or communal? Associations between interpersonal goals, popularity, and bullying in middle childhood and early adolescence. Social Development, 21, 376-395.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in children and adolescents: A meta-analytic review. School Psychology Quarterly, 25, 65–83.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74-101.
Crick, N. R., & Nelson, D. A. (2002). Relational and physical victimization within friendships: Nobody told me there’d be friends like these. Journal of Abnormal Child Psychology, 30, 599-607.
Crick, N. R., Nelson, D. A., Morales, J. R., Cullerton-Sen, C., Casas, J. F., & Hickman, S. E. (2001). Relational victimization in childhood and adolescence. In J. Junoven & S. Graham (Eds.), School-based peer harassment: The plight of the vulnerable and the victimized (pp. 196-214). New York: Guilford.
Critchfield, K. L., Levy, K. N., Clarkin, J. F., & Kernberg, O. F. (2008). The relational context of aggression in borderline personality disorder: Using adult attachment style to predict forms of hostility. Journal of Clinical Psychology, 64, 67-82.
Δεληγιάννη-Κουιμτζή, Β., & Σακκά, Δ. (2005). «Ο άντρας το ‘χει μέσα του»: απόψεις εφήβων για τη βία και την επιθετικότητα. Στο Β. Δεληγιάννη-Κουιμτζή, & Δ. Σακκκά (με τις Ηρακλείδου, Μ. & Φρόση, Λ.) (Επιμ.), Μεγαλώνοντας ως αγόρι: Διερεύνηση της ανάπτυξης της αντρικής ταυτότητας στην εφηβική ηλικία (σελ. 75-106). Αθήνα: Gutenberg.
De Fruyt, F., Van Hiel, A., & Buyst, V. (1998). Parental personality descriptors of boys and girls. In G. A. Kohnstamm, C. F. Halverson, Jr., I. Mervielde, & V.L. Havill (Eds.), Parental descriptions of Child Personality: Developmental antecedents of the Big Five? (pp. 155–167). Hillsdale, NJ: Erlbaum.
De Pauw, S. S. W., & Mervielde, I. (2010). Temperament, personality and developmental psychopathology: A review based on the conceptual dimensions underlying childhood traits. Child Psychiatry and Human Development, 41, 313–329.
Duffy, A. L. (2004). Bullying in schools: A social identity perspective. Unpublished doctoral dissertation, Griffith University, Gold Coast, Queensland.
Ehrler, D., & Evans, J. (1999). Extending big-five theory into childhood: A preliminary investigation into the relationship between big-five personality traits and behavior problems in children. Psychology in the Schools, 36, 451-458.
Ehrler, D. J., Evans, J. G., & McGhee, R. L. (1999). Extending Big-Five theory into childhood: A preliminary investigation into the relationship between Big-Five personality traits and behaviour problems in children. Psychology in the Schools, 36, 451–58.
Elicker, J., Englund, M., & Sroufe, L. A. (1992). Predicting peer competence and peer relationships in childhood from early parent-child relations. In R. D. Parke & G. W. Ladd (Eds.), Family-peer relationships: Models of linkage (pp. 77-106). Hisdale, NJ: Erlbaum.
Fanti, K. A., & Henrich, C. C. (2014). Effects of self-esteem and narcissism on bullying and victimization during early adolescence. The Journal of Early Adolescence. doi:0272431613519498.
Fonagy, P. (2001). Attachment theory and psychoanalysis. London, Great Britain: Routledge.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (2013). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology, 51, 469-485.
Greene, M. B. (2000). Bullying and harassment in schools. In R. S. Moser, & C. E. Franz (Eds.), Shocking violence: Youth perpetrators and victims – A multidisciplinary perspective (pp. 72-101). Sprongfield, IL: Charles C. Thomas.
Griffith, J. W., Zinbarg, R. E., Craske, M. G., Mineka, S., Rose, R. D., Waters, A. M., et al., (2010). Neuroticism as a common dimension in the internalizing disorders. Psychological Medicine: A Journal of Research in Psychiatry and the Allied Sciences, 40, 1125–1136.
Hazan, C., & Shaver, P. (1987). Romantic Love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511-524.
Howitt, D., & Cramer, D. (2010). Στατιστική με το SPSS 16. (Σ. Κοντάκος, Μετ.). Αθήνα: Κλειδάριθμος.
Jacobsen, T., & Hofmann, V. (1997). Children’s attachment representations: Longitudinal relations to school behavior and academic competency in middle childhood and adolescence. Developmental Psychology, 33, 703–710.
Jensen-Campbell, L. A., Adams, R., Perry, D. G., Workman, K. A., Furdella, J. Q., & Egan, S. K. (2002). Agreeableness, extraversion, and peer relations in early adolescence: Winning friends and deflecting aggression. Journal of Research in Personality, 36, 224–251.
Jensen-Campbell, L. A., Knack, J. M., Waldrip, A. M., & Campbell, S. D. (2007). Do Big Five personality traits associated with self-control influence the regulation of anger and aggression? Journal of Research in Personality, 41, 403-424.
Κοκκέβη, Α, Σταύρου, Μ., Φωτίου, Α., & Καναβού, Ε. (2010). Έφηβοι και βία. Ερευνητικό Πανεπιστημιακό Ινστιτούτο Ψυχικής Υγιεινής. Ανακτήθηκε τον Απρίλιο του 2014 από http://blogs.sch.gr/kkiourtsis/files/2012/01/efivoi_kai_via_09_HBSC_2010_EPIPSI_2012.pdf.
Kokkinos, C. M. (2007). Elementary school children’s involvement in bullying and victimization: The role of attachment style and internalizing and externalizing symptomatology. Scientia Peadagogica Experimentalis, XLIV, 1, 33 – 49.
Kokkinos, C. M. (2013). Bullying and victimization in early adolescence: Associations with attachment style and perceived parenting. Journal of School Violence, 12, 174-192.
Kokkinos, C. M., Antoniadou, N., Dalara, E., Koufogazou, A., & Papatziki, A. (2013). Cyber-bullying, personality and coping among pre-adolescents. International Journal of Cyber Behavior, Psychology and Learning, 3, 55-69.
Kokkinos, C. M., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social Psychological Education, 15, 41-58.
Kokkinos, C. M., & Markos, A. (2014). The Big Five questionnaire for children (BFQ-C): Factorial invariance across gender and age in a Greek sample of pre-adolescents. Manuscript submitted for publication.
Kokkinos, C. M., Panayiotou, G., Charalambous, K., Antoniadou, N., & Davazoglou, A. (2010). Greek EPQ-J: Further support for a three-factor model of personality in children and adolescents. Journal of Psychoeducational Assessment, 28, 259-269.
Kokkinos, C. M., Sarroudi, I., & Baxevanidou, A. (2010, May). Development and validation of a scale measuring bullying and victimization in Greece. Paper presented at the 12th Biennial Conference of the European Association for Research on Adolescence, Vilnius, Lithuania.
Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51, 472-477.
Larke, I. D., & Beran, T. N. (2006). The relationship between bullying and social skills in primary school students. Issues in Educational Research, 16, 1-11.
McCrae, R. R., & Costa, P. T. J. (1990). Personality in adulthood. New York: Guilford.
Menesini, E., Camodeca, M., & Nocentini, A. (2010). Bullying among siblings: The role of personality and relational variables. British Journal of Developmental Psychology, 28, 921–939.
Mervielde, I., & De Fruyt, F. (2000). The Big Five personality factors as a model for the structure of children’s peer nominations. European Journal of Personality, 14, 91-106.
Michiels, D., Grietens, H., Onghena, P., & Kuppens, S. (2008). Parent-child interactions and relational aggression in peer relationships. Developmental Review, 28, 522-540.
Miller, J. D., Zeichner, A., & Wilson, L. F. (2012). Personality correlates of aggression: evidence from measures of the five-factor model, UPPS model of impulsivity, and BIS/BAS. Journal of interpersonal violence, 27, 2903-2919.
Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31, 571–588.
Muris, P., Mayer, B., & Meesters C. (2000). Self-reported attachment style, anxiety, and depression in children. Social Behavior and Personality, 28, 157-162.
Muris, P., Meesters, C., & Diederen, R. (2005). Psychometric properties of the Big Five Questionnaire for Children (BFQ-C) in a Dutch sample of young adolescents. Personality and Individual Differences, 38, 1757-1769.
Muris, P., Meesters, C., Merckelbach, H., & Hülsenbeck, P. (2000). Worry in children is related to perceived parental rearing and attachment. Behaviour Research and Therapy, 38, 487-497.
Muris, P., Meesters, C., & van den Berg, S. (2003). Internalizing and externalizing problems as correlates of self-reported attachment style and perceived parental rearing in normal adolescents. Journal of Child and Family Studies, 12, 171–183.
Muris, P., Meesters, C., van Melick, M., & Zwambag, L. (2001). Self-reported attachment style, attachment quality, and symptoms of anxiety and depression in young adolescents. Personality and Individual Differences, 30, 809-818.
Nikiforou, M., Georgiou, S. N., & Stavrinides, P. (2013). Attachment to parents and peers as a parameter of bullying and victimization. Journal of Criminology. Retrieved from http://dx.doi.org/10.1155/2013/484871
Nishikawa, S., Hagglof, B., & Sundbom, E. (2010). Contributions of attachment and self-concept on internalizing and externalizing problems among Japanese adolescents. Journal of Child and Family Studies, 19, 334–342.
Olweus, D. (1993). Bullying in schools: What we know and what we can do. Oxford, U.K.: Blackwell Publishers.
Olweus, D. (1999). Sweden. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: A cross-national perspective (pp. 7-27). London & New York: Routledge.
Olweus, D. (2001a). Peer harassment: A critical analysis and some important issues. In J. Juvonen, & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 3–20). New York: Guilford Press.
Olweus, D. (2001b). Olweus’ core program against bullying and antisocial behavior: A teacher handbook. Bergen, Norway: Research Centre for Health Promotion (Hemil Center).
Owens, L., Daly, A., & Slee, P. (2005). Sex and age differences in victimization and conflict resolution among adolescents in a South Australian school. Aggressive Behavior, 31, 1-12.
Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental trajectories of bullying and associated factors. Child development, 79, 325-338.
Rigby, K. (2008). Σχολικός εκφοβισμός. Σύγχρονες απόψεις. (Α. Γιοβαζολιάς, Επιμ. Β. Δόμπολα, Μετ.). Αθήνα: Τόπος.
Saferstein, J. A., Neimeyer, G. J., & Hagans, C. L. (2005). Attachment aw a predictor of friendship qualities in College Youth. Social Behaviour and Personality, 33, 767-776.
Σακκά, Δ., & Μάρκος, Α. (2013). Από την πλευρά των εφήβων: Η βία και η επιθετικότητα στο σχολείο σε σχέση με την εθνοπολιτισμική προέλευση και το φύλο. Στο Β. Δεληγιάννη-Κουϊμτζή, Ε. Γωνίδα, Ε. Φίγγου, Α. Μπάκα, & Δ. Μωραΐτου (Επιμ.), Επιστημονική Επετηρίδα της Φιλοσοφικής Σχολής, Τμήμα Ψυχολογίας, Τόμος Ι (σελ. 127-162). Θεσσαλονίκη: Υπηρεσία Δημοσιευμάτων Αριστοτελείου Πανεπιστημίου Θεσσαλονίκης.
Salmivalli, C., Kaukiainen, A., & Lagerspetz, K. (2000). Aggression and sociometric status among peers: Do gender and type of aggression matter? Scandinavian Journal of Psychology, 41, 17-24.
Sapouna, M. (2008). Bullying in primary and secondary schools. School Psychology International, 29, 199–213.
Savina, E., Coulacoglou, C., Sanyal, N., & Zhang, Z. (2011). The study of externalizing and internalizing behaviours in Greek, Russian, Indian and Chinese children using the Fairy Tale Test. School Psychology International, 32, 1–15.
Seibert, L. A., & Kerns, K. (2014). Early mother-child attachment: Longitudinal prediction to the quality of peer relationships in middle childhood. International Journal of Behavioral Development, doi:0165025414542710.
Smith, P. K. (2004). Bullying: recent developments. Child and Adolescent Mental Health, 9, 98-103.
Stefanakou, A., Tsiantis, A. C., & Tsiantis, J. (2014). A review of antibullying prevention and intervention programmes in Greece. International Journal of Mental Health Promotion, 16, 19-27.
Stoltz, S., Prinzie, P., De Haan, A., Londen, M., De Castro, B. O., & Deković, M. (2013). Child Personality as Moderator of Outcome in a School-based Intervention for Preventing Externalising Behaviour. European Journal of Personality, 27, 271-279.
Sutton, J., Smith, P. K., & Swettenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435-450.
Tani, F., Freenman, P. S., Schneider, B. H., & Fregoso, M. (2003). Bullying and the Big Five: a study of childhood personality and participant roles in bullying incidents. School Psychology International, 24, 131-146.
Tippett, N., & Wolke, D. (2014). Socioeconomic status and bullying: a meta-analysis. American Journal of Public Health, 104, 48-59.
Toblin, R., Schwartz, D., Hommeyer-Gorman, A., & Abou, T. (2005). Social-cognitive and behavioral attributes of aggressive victims of bullying. Journal of Applied Developmental Psychology, 26, 329-346.
Troy, M., & Sroufe, L. A. (1987). Victimization among preschoolers: Role of attachment relationship history. Journal of the American Academy of Child and Adolescent Psychiatry 26, 166–172.
Veenstra, R., Lindenberg, S., Oldehinkel, A., De Winter, A., Verhulst, F., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41, 672 – 682.
Walden, L. M., & Beran, T. N. (2010). Attachment quality and bullying behavior in school-aged youth. Canadian Journal of School Psychology, 25, 5-18.
Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368-375.
Waters, E., & Cummings, M. (2000). A secure base from which to explore close relationships. Child Development, 71, 164–172.
Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35, 3-25.
Williams, K., & Kennedy, J. H. (2012). Bullying behaviors and attachment styles. North American Journal of Psychology, 14, 321-338.
