Factors of Bullying

Bullying: The identify technique and its major risk factors
Dr. Kasetchai Laeheem1, Dr. Metta Kuning2, Dr. Nittaya McNeil2 1. Department of Educational Foundation, Faculty of Liberal Arts, Prince of Songkla University 2. Department of Mathematics and Computer Sciences, Faculty of Science and Technology, Prince of Songkla University.

Abstract The purpose of this study was to study the technique for identifying bullying outcomes, and to investigate the risk factors associated with bullying behaviour at Pattani primary schools, southern Thailand. A cross-sectional survey was conducted among 1,440 students. Descriptive statistics, Pearson’s chi-squared test, and logistic regression were used for data analysis. In this study, factor analysis and standardized score techniques were used to identify bullying outcome. It was found that 301 (20.9%) students could be identified as a bully. Witnessing parental physical abuse and preference for action cartoons were major risk factor for bullying others. Students having parental physical abuse experiences were more likely to bully others than were those who had never witnessed parental physical abuse (odds ratio 7.11, 95% confidence intervals 5.26-9.60). Students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (odds ratio 2.96, 95% confidence intervals 1.99-4.43).

Key words: bullying, cartoon, factor analysis, parental physical abuse, risk factors

The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002

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1. Background and significance of problem Bullying behaviour in primary schools is well-known to students, parents, teachers and educational personnel. School bullying is a serious problem which affects students’ quality of life, inflicting psychological, emotional, and physical damage and occurs throughout the world. School bullying can be

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