MOŽEMO LI ISTIM ČIMBENICIMA PREDVIĐATI VRŠNJAČKO NASILJE KOD DJEČAKA I DJEVOJČICA?
DOI:
https://doi.org/10.19090/pp.2019.2.205-233Ključne reči:
ekološki model, prediktori, rod, vršnjačka agresijaApstrakt
Primjenjujući ekološki pristup na problematiku vršnjačkog nasilja, cilj ovog istraživanja bio je utvrditi možemo li istim prediktorima predviđati vršnjačko nasilno ponašanje kod dječaka i kod djevojčica. U istraživanju je sudjelovalo 880 učenika (48% dječaka i 52% djevojčica) petog do osmog razreda osnovne škole i isto toliko njihovih roditelja kao i 107 nastavnika. Djeca su dala neke osnovne demografske podatke (dob, spol, školski uspjeh, broj prijatelja), nominirali su nasilne vršnjake te procijenili vlastito nasilno ponašanje, stupanj afektivne empatije i impulzivnosti, školsku klimu, roditeljsko ponašanje, opasnost susjedstva i utjecaj medija. Roditelji su dali podatke koji se odnose na socioekonomski status obitelji, a nastavnici koji se odnose na dolaske roditelja u školu. Multivarijantim višerazinskog modeliranjem utvrđeno je kako različiti prediktori predviđaju vršnjačko nasilje kod dječaka u odnosu na djevojčice. Općenito se pokazalo kako su odabrani prediktori bolje objasnili nasilno ponašanje za dječake nego za djevojčice. Glavne razlike bile su individualnim karakteristikama i obiteljskom mikrosustavu, odnosno više je statistički značajnijih prediktora dobiveno za dječake, a također su i neki distalni prediktori u interakciji s individualnim karakteristikama i obiteljskim mikrosustavom bili važni u objašnjenju nasilnog ponašanja u dječaka. Rezultati istraživanja pokazuju da je rod kao biološka kategorija snažno utjecao na vršnjačku agresiju. Psihološke karakteristike, kao i roditeljski odgoj, bolje su objasnili vršnjačko nasilje u dječaka. Dobiveni nalazi su također vrlo važni za školsku politiku, tj. programi intervencije i prevencije vršnjačkog nasilja trebali bi se razlikovati ovisno o rodu djeteta.
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Dinić, B., Kodžopeljić, J., Sokolovska, V., & Milovanović, I. (2016). Empathy and peer violence among adolescents: Moderation effect of gender. School Psychology International, 37(4), 359–377. doi:10.1177/0143034316649008
Dinić, B., Sokolovska, V., Milovanović, I., & Oljača, M. (2014). Oblici i činioci školskog nasilništva i viktimizacije [Forms and factors of school violence and victimization]. Zbornik instituta za pedagoška istraživanja. 46(2), 399–424. doi:10.2298/ZIPI1402399D
Elgar, F. J., Craig, W., Boyce, W., Morgan, A. M., & Vella–Zarb, R. (2009). Income inequal- ity and school bullying: Multilevel study of adolescents in 37 countries. Journal of Adolescent Health, 45, 351–359. doi:10.1016/j.jadohealth.2009.04.004
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Espelage, D. L., & Swearer, S. M. (2004). Bullying in American schools: A social– ecological perspective on prevention and intervention. New Jersey: Lawrence Erlbaum Associates, Inc.
Espelage, D. L., & Swearer, S. M. (2009). Contributions of three social theories to understanding bullying perpetration and victimization among school–aged youth. In M. J. Harris (Ed.), Bullying, rejection and peer victimization: A social cognitive neuroscience perspective (pp. 151–170). New York: Springer Pub- lishing Company, LLC.
Endendijk, J. J., Groeneveld, M. G., van der Pol, L. D., van Berkel, S. R., Hallers–Haal- boom, E. T., Bakermans–Kranenburg, M. J., & Mesman, J. (2017). Gender dif- ferences in child aggression: relations with gender–differentiated parenting and parents’ gender–role stereotypes. Child Development, 88(1), 299–316. doi:10.1371/journal.pone.0159193
Feshbach, N. D. (1997). Empathy: The formative years. Implications for clinical practice. In A. C. Bohart & L. S. Greenberg (Eds.), Empathy reconsidered: Direc- tions for psychotherapy (pp. 33–59). Washington, DC: American Psychological Association.
Gentile, D. A., & Walsh, D. A. (2002). A normative study of family media hab- its. Journal of Applied Psychology, 23(2), 157–178. doi:10.1016/S0193– 3973(02)00102–8
Gilligan, C. (1982). In a different voice: Psychological theory and women’s develop- ment. Cambridge, Massachusetts: Harvard University Press.
Gini, G., Albiero, P., Benelli, B., & Altoè, G. (2007). Does empathy predict adoles- cents’ bullying and defending behavior? Aggressive Behavior, 33(5), 467–476. doi:10.1002/ab.20204
Groebel, J. (1999). The UNESCO global study on media violence. UNESCO Bulletin: The Major Project of Education in Latin America and the Caribbean, 49, 5–17.
Huesmann, L.R. (1994). Aggressive behavior: Current perspectives. New York: Ple- num Press.
Ilišin, V., Bouillet, D., Gvozdanović, A., & Potočnik, D. (2013). Mladi u vremenu krize: Prvo istraživanje IDIZ–a i Zaklade Friedrich Ebert o mladima. [Youth in times of crisis: The first study by IDIZ and the Friedrich Ebert Foundation about youth] Zagreb: Institut za društvena istraživanja i Friedrich Ebert Stiftung.
Ivanović, M., & Buško, V. (2008). Development of empathy questionnaire. University of Zagreb: Unpublished manuscript.
Kaukiainen, A., Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Roth- berg, S., & Ahlbom, A. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25, 81–89. doi:10.1002/(SICI)1098–2337(1999)25:2<81::AID–AB1>3.0.CO;2–M
Keresteš, G. (2002). Dječje agresivno i prosocijalno ponašanje u kontekstu rata [Child aggressive and prosocial behavior in the context of war]. Jastrebarsko: Naklada Slap.
Keresteš, G., Brković, I., Kuterovac Jagodić, G., & Greblo, Z. (2012). Development and validation of parental behavior questionnaire. Contemporary Psychology, 15(1), 23–42.
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