Ο ρόλος του υποστηρικτικού πλαισίου στην ανάπτυξη του σχολικού εκφοβισμού: Μία οικοσυστημική προσέγγιση


Θαλασσογραφία, 50Χ60,ελαιογραφία, Μαρία Τσιβά, 2015
Δημοσιευμένα: Μαρ 13, 2021
Λέξεις-κλειδιά:
σχολικός εκφοβισμός υποστηρικτικό πλαίσιο συμμαθητές γονείς φίλοι
Ιωάννης Γ. Κατσαντώνης
https://orcid.org/0000-0002-7557-8136
Ειρήνη Ασημακοπούλου
https://orcid.org/0000-0002-0447-4145
Μαρία Φρούντα
https://orcid.org/0000-0003-1602-3111
Περίληψη

Σύμφωνα με τα προγράμματα διεθνούς αξιολόγησης των μαθητών, τις τελευταίες δεκαετίες παρατηρείται αύξηση των επιπέδων σχολικού εκφοβισμού (bullying) στα ελληνικά σχολεία. Σκοπός της παρούσας έρευνας είναι να εξετάσει την επίδραση των υποστηρικτικών πλαισίων/ περιβαλλόντων στην ανάπτυξη του σχολικού εκφοβισμού στα ελληνικά σχολεία. Αξιοποιώντας τα δεδομένα Ν= 4.141 μαθητών Πρωτοβάθμιας και Δευτεροβάθμιας εκπαίδευσης, διερευνήθηκε η επίδραση του υποστηρικτικού πλαισίου των συμμαθητών, των φίλων και της οικογένειας, καθώς και του κοινωνικο-οικονομικού υποβάθρου της οικογένειας στο σχολικό εκφοβισμό (κυβερνοεκφοβισμό και παραδοσιακό). Τα αποτελέσματα των μοντέλων δομικών εξισώσεων (SEM) έδειξαν πως μόνο τα υποστηρικτικά πλαίσια των συμμαθητών, των φίλων και της οικογένειας είχαν στατιστικά σημαντική επίδραση στον εκφοβισμό, μειώνοντας, έτσι, τα αντιλαμβανόμενα επίπεδα αυτού. Συμπερασματικά, προκρίνεται μια οικοσυστημική θεώρηση τόσο της ανάπτυξης, όσο και της αποδυνάμωσης του σχολικού εκφοβισμού. Εκπαιδευτικές και ψυχολογικές προεκτάσεις των ευρημάτων αυτών συζητούνται διεξοδικά.

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Βιογραφικό Συγγραφέα
Ιωάννης Γ. Κατσαντώνης, Εκπαιδευτικός, Υποψήφιος MPhil, Τμήμα Εκπαίδευσης, Πανεπιστήμιο του Κέιμπριτζ
Ioannis G. Katsantonis is an educator and applied researcher currently affiliated with the Faculty of Education, University of Cambridge, UK. Previously, he was affiliated with the Department of Primary Education, University of Patras, Greece. His interests include applied psychometrics and quantitative methods in modeling human behavior.  Ioannis is mostly working in the field of Psychology of Education with an emphasis on cross-cultural analyses of psychoeducational processes. His research is particularly focused on modeling data from cross-cultural surveys such as TALIS and PISA. His research works have been published in the Hellenic Journal of Psychology, in the European Journal of Investigation in Health, Psychology and Education,  in Pedagogical Research, as well as in other indexed journals. He has published also a few conference papers.
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