摘要：Students’ psychosocial characteristics are conceptualized as one of the crucial aspects that contribute to the bullying dynamics.The aim of the study was to examine perceived peer and teacher support,social self-concept,friendships and perceived popularity as predictors of physical,verbal and relational victimization and bullying and the possible moderator role of gender in these relationships.In addition,the incremental predictive role of perceived teachers’ support with regard to measures of peer relations for different forms of victimization and bullying was examined.1905 students (49.9% boys) from 22 elementary schools participated in the study.Self-report as well as peer nomination measures were used to assess victimization and bullying.Students’ psychosocial characteristics were operationalized as either self-report measures or as peer nomination measures (friendship,popularity).The results indicated similar predictors for different forms of victimization as well as bullying.Perceived peer support and social selfconcept predicted all three forms of victimization.Students’ age,peer perceived popularity,and perceived teachers’ support were significant predictors for all three forms of bullying.Students’ gender was found to moderate the relationship between perceived teacher support and verbal victimization as well as physical and verbal bullying;perceived teacher support represents a protective factor against verbal victimization only for girls and against verbal and physical bullying behavior only for boys.Boys that perceive less peer support and have lower social self-concept report higher levels of physical victimization;girls that are perceived as more popular by their peers report higher levels of verbal victimization.
其他摘要：Sodobne razlage medvrstniškega nasilja kot enega ključnih vidikov,ki prispeva k razvoju dinamike medvrstniškega nasilja,predpostavljajo psihosocialne značilnosti učencev.Namen raziskave je bil preveriti zaznano oporo vrstnikov in učiteljev,socialno samopodobo,prijateljske odnose in zaznano priljubljenost kot napovednike telesne,besedne in odnosne viktimizacije ter izvajanja telesnega,besednega in odnosnega nasilja ter morebitno moderatorsko vlogo spola v tem odnosu.Ob tem smo želele preučiti tudi,ali zaznana opora učiteljev pojasnjuje dodaten delež variance v viktimizaciji in nasilnem vedenju,ki ga ni mogoče pojasniti s psihosocialnimi značilnostmi učencev.V raziskavi je sodelovalo 1905 učencev (49,9 % fantov) z 22 osnovnih šol.Za merjenje nasilja in viktimizacije so bile uporabljene tako mere samoporočanja kot mere vrstniških nominacij,psihosocialne značilnosti učencev so bile operacionalizirane bodisi kot samoocena bodisi kot mere vrstniških nominacij (prijateljstvo,priljubljenost).Rezultati so pokazali,da so napovedniki podobni za različne oblike viktimizacije;enako velja tudi za različne oblike nasilja.Zaznana opora vrstnikov in socialna samopodoba napovedujeta vse tri oblike viktimizacije.Starost učencev,s strani vrstnikov zaznana priljubljenost ter zaznana opora učiteljev napovedujejo vse tri oblike izvajanja nasilja.Spol učencev se kaže kot moderator odnosov med zaznano oporo učiteljev ter med besedno viktimizacijo ter med telesnim in besednim nasiljem;zaznana opora učiteljev je tako varovalni dejavnik proti besedni viktimizaciji le za dekleta ter proti izvajanju besednega in telesnega nasilja le za fante.Fantje,ki zaznavajo manj opore vrstnikov in ki imajo nižjo socialno samopodobo,poročajo o več telesne viktimizacije;dekleta,ki jih vrstniki zaznavajo kot bolj priljubljene v razredu,poročajo o več besedne viktimizacije.
