Factors associated with peer violence among elementary, middle and high school students
Review TypeNone: Degree-based Submission
Repository Posting Date2020-02-20T16:21:52Z
Author(s)Perron, Tracy J.
Author DetailsDr. Tracy J. Perron, PhD, RN
Lead Author Sigma AffliationAlpha Tau
Level of EvidenceDescriptive/Correlational
Research ApproachQuantitative Research
CINAHL HeadingsBullying; Interpersonal Relations; Psychophysiologic Disorders; School Violence; Students, Elementary; Students, High School; Students, Middle School; Victims; Bullying--Psychosocial Factors; Interpersonal Relations--In Infancy and Childhood; Psychophysiologic Disorders--Risk Factors; School Violence--Psychosocial Factors; Victims--Psychosocial Factors; Bullying--Psychosocial Factors--In Infancy and Childhood; Psychophysiologic Disorders--Risk Factors--In Infancy and Childhood; School Violence--Psychosocial Factors--In Infancy and Childhood; Victims--Psychosocial Factors--In Infancy and Childhood
The purpose of this study was to examine the relationships among perceived school climate, self-reported psychosomatic symptoms, visits to the school nurse for reported psychosomatic symptoms and reports of bullying behaviors among students’ grades 3-12. In the study self-reported bullying behaviors were proposed to predict psychosomatic complaints at the school health office. Negatively perceived school climate was proposed to predict bullying behaviors. Lastly, the combination of bullying and negative school climate were proposed to predict psychosomatic complaints. The final convenience sample of 222 students, ages 8-18 years, was obtained from one elementary school, one middle school and one high school in a suburban community in central New Jersey. Participants completed the demographic sheet and three questionnaires measuring the study variables during health or physical education classes. Reports of bullying behaviors were found to significantly predict reports of psychosomatic complaints in school age children (β = .35, t = 5.5, p < .001). Bullying behaviors significantly predicted visits to the school health office for psychosomatic symptoms (β = .24, t = 3.7, p < .001). Negatively perceived school climate significantly predicted reports of bullying behaviors (β = .16, t = 2.3, p < .02). Negative perceived school climate significantly predicts reports of psychosomatic symptoms related to bullying (β = .35, t = 5.5, p < .001). Results indicated there were significant differences between boys’ (x¯ = -32.9) and girls’ (x¯ = -26.6) perceptions of school climate (p < .001). There are no differences between boys’ (x¯ = 8.34) and girls’ (x¯ = 7.78) perceived bullying behaviors (p < .06). There are differences between boys’ ( x¯ = 8.48) and girls’ (x¯ = 8.04) visits to the school health office with psychosomatic complaints ( p < .02). These findings have many implications for school nurses. School nurses can monitor the visits of students to the school health office for bullying related symptoms and advise administrative officials accordingly. School nurses are in a position to identify children who they suspect are victims of bullying and council them. The school nurse can collaborate with teachers, guidance counselors and law enforcement officials to combat bullying.
DescriptionThis dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3600637; ProQuest document ID: 1441723857. The author still retains copyright.
Degree GrantorRutgers the State University of New Jersey - Newark
NotesThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
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