The role of the supportive environment in the development of school bullying: An ecosystemic approach

Θαλασσογραφία, 50Χ60,ελαιογραφία, Μαρία Τσιβά, 2015
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Published: Mar 13, 2021
DOI: https://doi.org/10.12681/hjre.25998
Keywords:
school bullying supportive framework/environment classmates parents friends
Ιωάννης Γ. Κατσαντώνης
Educator, MPhil Candidate, Faculty of Education, University of Cambridge
https://orcid.org/0000-0002-7557-8136
Ειρήνη Ασημακοπούλου
Εκπαιδευτικός, Πρωτοβάθμια Εκπαίδευση Ν. Αχαΐας
https://orcid.org/0000-0002-0447-4145
Μαρία Φρούντα
ΕΔΙΠ, Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας, Πανεπιστήμιο Πατρών
https://orcid.org/0000-0003-1602-3111
Abstract

According to the programmes for international student assessment, an increase of the levels of school bullying is observed in Greek schools the last decades. The purpose of the present study is to examine the effects of supportive frameworks/ environments on the development of school bullying in Greek schools. Employing the data of N=4.141 primary and secondary school students, the effects of the supportive frameworks of classmates, friends and family on school bullying (cyberbullying and traditional bullying) were examined, controlling, though, for the effect of socio-economic status of the family. The results of structural equation modelling (SEM) showed that only the supportive frameworks of classmates, friends, and the family had a statistically significant effect on bullying, decreasing, thus, the perceived levels of bullying. In conclusion, an ecosystemic theorization of both the development and the weakening of school bullying is recommended. Educational and psychological implications of these findings are discussed in detail.

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Author Biography
Ιωάννης Γ. Κατσαντώνης, Educator, MPhil Candidate, Faculty of Education, University of Cambridge
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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