School bullying and ethnic diversity: a socially constructive approach
| dc.contributor.author | Nicolaou, G. | en |
| dc.contributor.author | Kaloyirou, Chr. | en |
| dc.contributor.author | Spyropoulou, A. | en |
| dc.contributor.author | Pavlou, M. | en |
| dc.date.accessioned | 2015-11-24T17:45:14Z | |
| dc.date.available | 2015-11-24T17:45:14Z | |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/14990 | |
| dc.rights | Default Licence | - |
| dc.subject | school bullying, ethnic diversity, social acceptance, inclusion | en |
| dc.title | School bullying and ethnic diversity: a socially constructive approach | en |
| heal.abstract | The particular research, aimed at the investigation of school bullying in relation to ethnic diversity (Monks et al., 2008) and within a socially constructive point of view (Bruner, 1990). It took place in all regions of Cyprus, involving 464, 8-14 years old pupils of Cypriot origin and 81 pupils of non-Cypriot origin. A questionnaire was used and data was analyzed with the use of SPSS statistic package. According to the findings ethnic diversity seems to be a factor that may lead to school bullying and victimization in Cypriot primary and secondary schools, non-Cypriot students feel more victimized than their Cypriot classmates and verbal and psychological bullying are the most common kinds of bullying Cypriot and non-Cypriot students suffered from. In addition, the research revealed that Cypriot students think about their non-Cypriot classmates as people who come and go and that the teacher s role in fostering the social inclusion of non-Cypriot students is of a great importance. | en |
| heal.access | campus | - |
| heal.fullTextAvailability | TRUE | - |
| heal.journalType | peer-reviewed | - |
| heal.language | en | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης | el |
| heal.type | journalArticle | - |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.type.en | Journal article | en |
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