Bullying Among High School Students and Their Relationship with Diligence at School
International Journal of Education, Culture and Society
Volume 2, Issue 4, August 2017, Pages: 114-119
Received: Aug. 16, 2017; Accepted: Aug. 23, 2017; Published: Sep. 8, 2017
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Author
Laid Fekih, Department of Psychology, Faculty of Social Sciences, University of Aboubekr Belkaid, Tlemcen, Algeria
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Abstract
The present research aims to estimate and compare the prevalence of bullying among high school students, and their relationship with diligence at school. To achieve the purpose of this research was chosen intended sample selected from high school containing 900 students in Tlemcen –Algeria-, including 406 boys and 496 girls aged between 15 and 17 years old, were sampled on the random basis. The results indicated thatthe prevalence of bullying inside schools within the limits of 10% and 16%. The boy’s students in high schools are more violent than girls. The forms of bullying widespread among students are psychological forms as name-calling, humiliation or offensive teasing and being ignored or excluded from a circle of friends. In addition, bullying is related negatively to diligent at school (r = - 0.43, p < 0.001). Students who were bullied become less efficient, they get low marks, have difficulties in concentration and attention, do not participate in school activities, and absent from school.
Keywords
Bullying, Diligence in School, High School Students
To cite this article
Laid Fekih, Bullying Among High School Students and Their Relationship with Diligence at School, International Journal of Education, Culture and Society. Vol. 2, No. 4, 2017, pp. 114-119. doi: 10.11648/j.ijecs.20170204.12
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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