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College Faculty, Higher Education, Public Colleges, Teacher Attitudes, Test Construction, Test Validity, Test Reliability, Work Environment, Quality of Working Life, Bullying, Aggression, Group Behavior, Victims, Foreign Countries, Measures (Individuals), and Turkey

This study proposed and tested a new mobbing scale for academicians in higher education institutions. A two-stage methodology consisting of a qualitative approach and quantitative measuring was used in the study. First, mobbing behavior items were developed by using an in-depth interview technique on a group of Turkish academicians. Then, the developed items were formulated and applied to academicians (n = 165) working in eight state universities in Turkey. Both exploratory factor analysis and confirmatory factor analysis were used to test the construct validity of the scale. Additionally, Cronbach's alpha coefficient was examined in order to determine its reliability. The results of the analysis showed high validity and reliability values and revealed a two-dimensional structure of the scale. These dimensions were labeled as "vertical/horizontal mobbing" and "vertical mobbing." The scale was labeled as the Mobbing Scale for Academicians (MS-A). As a result, MS-A is a valid and reliable instrument for measuring mobbing in the higher education environment and determines the level of mobbing behaviors. Unlike the mobbing scales in the literature, this scale is more effective because it is developed specifically for academicians. Additionally, the scale is considered to be more economical in terms of time and labor due to its brevity.

Bullying, Academic Achievement, Student Behavior, Victims, Attention Deficit Hyperactivity Disorder, Student Evaluation, Elementary School Students, Elementary School Teachers, Grade 1, Grade 2, Grade 3, Grade 4, Foreign Countries, Behavior Problems, Rating Scales, Conners Teacher Rating Scale, and Portugal (Lisbon)

Bullying carries great harm for all involved, undermining academic achievement as well. The strength of such impact is yet to be clarified, existing many possibilities and variables to analyze -- classroom behavior being one. The present cross-sectional investigation goal was to study the impact of bullying (mediated by the classroom behavior) on the academic achievement. Participants consisted of 288 children (from the 1st to 4th school years), 51% females and 49% males, and an average age of: M= 8.09 years (SD = 1.193; Min = 7.94, Max = 8.21). Children filled out a self-report questionnaire on bullying; their teachers reported on classroom behaviors and academic achievement. Results showed that the bullying situation itself, didn't significantly explain the academic achievement of those involved. Indirect effects were found for both victims and perpetrators. Victims revealed worse school results through worse classroom behavior (specifically, excessive motor activity). Aggressor presented worse school results through worse classroom behavior (specifically, opposition behavior, excessive motor activity, and hyperactivity). These results highlight the importance of the educational agents' attention to the existing behaviors in their classrooms, not only to the disruption established in each classroom's environment, but as a possible sign of an involvement in the existing bullying dynamics.

Special Education Teachers, Teacher Attitudes, Work Environment, Bullying, Aggression, Stress Variables, Emotional Response, Teacher Administrator Relationship, Teacher Rights, Prevention, Victims, Foreign Countries, and Turkey

Mobbing is a recurring form of mistreatment of workers at work. The purpose of the study is to examine in detail the views of special education teachers on mobbing. The qualitative case study approach was used in the research to collect in-depth information from special education teachers on mobbing. The research data were collected from the special education teachers' opinions on mobbing survey, which was created using Google Documents. One hundred (100) special education teachers working in the field of special education participated in the study. The findings of the study were analyzed by two academicians who are professionals in the field, using the descriptive analysis method. The study found that special education teachers were highly subjected to mobbing by administrators, experienced high rates of mobbing, and emotions, such as anger, stress, and sadness after mobbing, and were mainly subjected to professional and verbal mobbing. It was concluded that special education teachers used techniques such as compliance, indifference and exercise of their legal rights against mobbing.

Grade 8, Grade 9, Bullying, Interpersonal Communication, Peer Influence, Gender Differences, Predictor Variables, Adolescents, Parent Child Relationship, Foreign Countries, and Indonesia

This study aimed to investigate whether communication patterns, peers' involvement and gender different can be the predictors of adolescent bullying behavior. This study involved 193 adolescents of grade 8 and 9 with the most adolescents of 14 years old who had filled in questionnaires. The results showed the prevalence of adolescent involvement in bullying which was 62.69%. Parental communication patterns have an OR = 1.64 (95% CI=0.87-3.09). Peers involvement in bullying behavior (OR=1.92; 95% CI=1.01-3.66). Adolescent girls were more involved in bullying behavior (59.59%) compared to adolescent boys (OR=3.32; 95% CI=1.69-6.54). Poor parental communication patterns, peers influence negatively predict to the bullying behavior in adolescent. Bullying is higher in boys than girls where as boys has a greater chance of bullying than girls. Therefore, bullying intervention programs are needed in schools.

Bullying, Computer Mediated Communication, Secondary School Students, Adolescents, Parent Child Relationship, Empathy, School Culture, Foreign Countries, Student Behavior, Psychological Patterns, Student Characteristics, Inventory of Parent and Peer Attachment, and Indonesia

The lack of research on cyberbullying among Indonesian adolescents has become one of the critical arguments of this research. This study aimed to discover the factors that contribute to cyberbullying. This study took samples of students from three schools. The sample was 112 junior to senior high school students. The findings of this study indicate that school climate, parent-child relationship, and empathy have a significant role that encourages cyberbullying.

Social Media, Internet, Computer Mediated Communication, Bullying, Attribution Theory, Power Structure, Teacher Student Relationship, Interprofessional Relationship, Teacher Characteristics, Student Characteristics, and Teacher Attitudes

This article reports on the findings of a small-scale, extant, qualitative social media research study on commenters' understanding of the antecedents of teacher-targeted bullying. Comments on an article posted by Sarah Sorge (2013) on "The Educator's Room" were used as data source. Guided by an ecological model and the attribution theory, the study identified victim and perpetrator attributes, colleagues' indifference and unprofessionalism, school management's lack of leadership and failure to address the problem, as well as socio-cultural factors and policy changes as antecedents of teacher-targeted bullying. It is argued that conventional teacher-learner power relations are flawed due to the unsupportive, even antagonistic attitudes of parents, colleagues, society at large, people in leadership positions and policy makers towards the victims of teacher-targeted bullying. It is concluded that, despite ethical dilemmas, the advent of the Internet and social media has created opportunities for researchers to use comments posted on the Internet as a data source to investigate teacher-targeted bullying.

Bullying, Burnout, Undergraduate Students, Measures (Individuals), Psychological Patterns, Self Efficacy, Foreign Countries, Teacher Student Relationship, Predictor Variables, Maslach Burnout Inventory, and Turkey

This study aimed to investigate the effect of instructor-induced mobbing behavior on students' burnout. The data were obtained from undergraduate students studying at a university's faculty of sports sciences. Two scales were used in the study. To measure mobbing, the Negative Acts Questionnaire--Student (NAQ-S) was used. NAQ-S has two sub-dimensions named academic mobbing and non-academic mobbing. To measure students' burnout, the Maslach Burnout Inventory--Student Survey (MBI-SS) was used. MBI-SS has three sub-dimensions named exhaustion, cynicism and efficacy. The results showed that academic mobbing only significantly affected students' exhaustion, while non-academic mobbing significantly influences students' cynicism and efficacy. In conclusion, school administrators should be aware that mobbing behaviors affect student burnout. It should take into account the possibility of such negative behaviors occurring and make efforts to prevent them.

Peer Relationship, Victims, Bullying, High School Students, Adolescent Development, Attendance, Teacher Student Relationship, Attachment Behavior, School Safety, Computer Mediated Communication, and Student Attitudes

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed.

Diversity, Psychoeducational Methods, Bullying, Coping, Peer Relationship, Elementary School Students, Foreign Countries, Scores, Program Effectiveness, Experimental Groups, Control Groups, Emotional Response, and Turkey

Teasing is a type of bullying which is seen in children at very early ages and considered as devastating for the victim. The skill of coping with this behavior is considered as important in terms of learning peer relations of children and being adapted to in-group relations. The aim of this study is to analyze the effects of Accepting Diversity Psychoeducation Program on teasing.The study was conducted with a pretest, posttest, and follow-up test model with experimental and control groups. The study was carried out with primary school students in grades 1-5 in Kayseri, in accordance with the project no: 118B525 in TUBITAK 4004 program. The data were collected using "Child-Adolescent Teasing Scale". While experimental group was given instruction through Accepting Diversity Psychosocial Education Program, control group was not given instruction. Follow-up data were collected one month after posttest. Mann Whitney U and Wilcoxon tests were used to analyze the data.The results of the study revealed that there was a significant difference (p <0.05) between the posttest scores of the experimental and control groups. The applied program decreased discomfort felt by children in experimental group. The effects diminished but continued in following month.

Student Attitudes, Charter Schools, High Schools, High School Students, Virtual Classrooms, Online Courses, Peer Relationship, Interaction, Friendship, Student Motivation, Peer Teaching, Cooperation, Interpersonal Communication, Bullying, and Computer Mediated Communication

K-12 online students are increasingly communicating and collaborating with their peers; however, research on the topic is limited--especially research examining students' perceptions and experiences. Guided by the Adolescent Community of Engagement framework's concept of peer engagement, this qualitative descriptive case study examined learner-learner interactions at a cyber charter high school. Ten students were selected by teachers based on their ability to independently engage in learning activities--five students were more independent and five required more support from others. Each student took part in two, hour-long interviews for a total of 20 interviews. The interviewers covered students' perceptions and experiences regarding teachers, parents, and peers. This report only focuses on peers. Iterative emic coding and thematic analysis revealed that their interactions with peers allowed them to develop friendships, improve their motivation, receive peer instruction, and collaborate effectively with others. Challenges are also covered. The article concludes with recommendations for research and practice.

Bullying, Computer Mediated Communication, Urban Schools, Middle School Students, Incidence, Self Esteem, Gender Differences, Racial Differences, Grade 5, Grade 6, Grade 7, Grade 8, Intervention, and Ohio

This study examined bullying and cyberbullying among 185 middle school students in 4 urban middle schools in Ohio. Nearly 60% of the sample was female, and 67% of the sample was not Caucasian. The results indicated that bullying and cyberbullying are prevalent in this population. Approximately 44% of 6th-grade students felt terrible about themselves due to bullying, and 62% of all female students believed other students had spread false rumors about them. On average, female students reported more bullying in their school than males. Caucasian students reported the highest rate of cyberbullying. Based on their findings, the authors discussed the issues surrounding bullying in urban schools and gave suggestions regarding approaches that can help students better cope with bullying.

Educational Environment, Equal Education, Culturally Relevant Education, School Community Relationship, Board of Education Policy, Educational Legislation, Federal Legislation, Elementary Secondary Education, Social Development, Emotional Development, Bullying, School Safety, State Departments of Education, Crisis Management, Educational Improvement, COVID-19, Pandemics, Every Student Succeeds Act 2015, Minnesota, Connecticut, New Jersey, Pennsylvania, and Maryland

The authors believe it is time to expand the term school climate to reflect an intention of giving all children access to positive school environments. Their expanded definition recognizes that equitable school climates are central to education equity, and it calls on educators and policymakers to deepen awareness of race, ethnicity, gender, socioeconomic status, and geographic differences. This article discusses how states and districts are weaving equity into their efforts to improve climate. Five state examples provide a window into some dynamics and options for educational leaders who see equity and school climate improvement as essential to their mission: Minnesota, Connecticut, New Jersey, Pennsylvania, and Maryland.

LGBTQ People, Educational Environment, School Safety, Bullying, Elementary Secondary Education, Social Bias, Barriers, Well Being, State Boards of Education, Board of Education Role, Victims, State Legislation, Social Justice, Discipline, Faculty Development, Data Collection, Student Needs, Teaching Conditions, Teacher Characteristics, and Student Characteristics

Students who are lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ) continue to experience bullying and harassment from their peers in K-12 education. LGBTQ students experience discrimination based on their sexual orientation and gender identity, as well as intersecting identities that encompass race, disability status, ethnicity, religion, color, national origin, among other categories. These lived experiences create barriers to short-term and long-term educational attainment and well-being. Barriers to LGBTQ students' safety and achievement are persistent, but state boards can help.

Bullying, Computer Mediated Communication, English (Second Language), Second Language Learning, Second Language Instruction, Universities, Departments, Electronic Publishing, Information Technology, Student Attitudes, Play, Language Usage, Language Proficiency, Guidelines, Prevention, Class Activities, Intervention, College Students, Foreign Countries, and Indonesia

Cyberbullying during English teaching involving Information Communication Technology (ICT) is an exciting topic to study. Seeing how new language learners share their thoughts and feelings through blogs as alternative learning media and how they engage in cyberbullying in their online interactions may reveal the motives beyond cyberbullying acts. This present study used the mixed method approach to understand the motives to tailor the anti-cyberbullying recommended solutions. The data is extended from a 3-month preliminary study to an 18-month investigation of 711 cyberbullying comments archived in 251 blogs owned and actively used by EFL university students at English Department of Universitas Lancang Kuning (Unilak). The analysis revealed the major students' motive is just to have fun (70%), followed far behind by the motive to fight back (8%), to express upset feelings (7%), and other motives (12%). 16 students with the highest track record of cyberbullying in their blogging activities were interviewed to discuss their motives for cyberbullying other students whom they have known for at least more than 18 months. Results indicate cyberbullying among language learners seems to be an act of "playing with language" or "linguistics wordplay." Cyberbullying seems to be a sort of "language exaggeration" for EFL students who possess limited competence in English when they interact in the online network. Based on the results, a new definition of cyberbullying was offered to accommodate the linguistic nature of cyberbullying. Using the primary health care framework by the World Health Organization (WHO), this present study designed a practical list of ready-made classroom activities to combat cyberbullying in four different steps, i.e. promotive, preventive, curative and rehabilitative.

Foreign Countries, Bullying, Vocational High Schools, High School Students, Student Behavior, Incidence, Stakeholders, Correlation, Student Attitudes, Teacher Attitudes, Parent Attitudes, and Indonesia

This study aims to explore: (1) the intensity of bullying, (2) the bullying process, (3) the concern of school stakeholders on bullying behaviors, and (4) the correlation between the concerns of school stakeholders and the intensity of bullying in vocational high schools in Yogyakarta. The research used a quantitative approach with ex post facto method, and was done in two vocational high schools. A total of 203 students became the samples chosen randomly based on classes. Data were collected by means of a closed-ended questionnaire in forms of a rating scale with reliability 0.845 and 0.912, and were analyzed quantitatively using frequency, percentage, and correlation statistics. The results of the study reveal the followings. (1) Bullying often experienced by students takes the form of shoving, teasing, pinching, clawing, hitting, kicking, property damaging, hair-shirt pulling, and glaring. (2) Bullying in schools is mostly done by students individually during class and after class, and takes place in classrooms, in school yard, or in school canteens. (3) School stakeholders who are most concerned about bullying in schools are guardian teachers and guidance and counseling teachers, followed by parents-school committee members, school leaders, students, and academic staffs. (4) There is a negative correlation between the concerns of school leaders, academic staffs, parents-school committee members, and students and the intensity of bullying in schools.