Volume 23, Issue 2 (9-2025)
sjsph 2025, 23(2): 161-172 |
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Akhavi Samarein Z, Ahmadi S, Bigdli M, Tahmasebi S. Predicting School Bullying based on Family Atmosphere with the Mediation of Sense of Belonging to School in Students. sjsph 2025; 23 (2) :161-172
URL: http://sjsph.tums.ac.ir/article-1-6423-en.html
URL: http://sjsph.tums.ac.ir/article-1-6423-en.html
1- Ph.D. Associate Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran, Ph.D. Associate Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2- Ph.D. Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran, Ph.D. Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
3- MS.c. Expert of Research Group of Ardabil Education Department, Ardabil, Iran, MS.c. Expert of Research Group of Ardabil Education Department, Ardabil, Iran
4- MS.c. Educational Technology, Department of Educational Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran, MS.c. Educational Technology, Department of Educational Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran
2- Ph.D. Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran, Ph.D. Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
3- MS.c. Expert of Research Group of Ardabil Education Department, Ardabil, Iran, MS.c. Expert of Research Group of Ardabil Education Department, Ardabil, Iran
4- MS.c. Educational Technology, Department of Educational Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran, MS.c. Educational Technology, Department of Educational Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran
Abstract: (198 Views)
Background and Aim: Bullying in schools remains one of the major challenges of educational systems.This study aimed to investigate the prediction of school bullying based on family atmosphere, with the mediating role of students’ sense of belonging to school.
Materials and Methods: This study employed a descriptive–correlational design using a structural equation modeling approach. The statistical population consisted of all male students enrolled in public second-level high schools in Ardabil during the 2023–2024 academic year. A sample of 200 students was selected through convenience sampling. Participants completed standardized questionnaires, including the School Bullying Questionnaire developed by Patchin et al. (2011; Cronbach’s alpha = 0.94), the Family Emotional Climate Questionnaire by Heilbrun (1964; Cronbach’s alpha = 0.86), and the School Belongingness Questionnaire by Mouton et al. (1993; Cronbach’s alpha = 0.89). Data were analyzed using descriptive statistics and structural equation modeling in SPSS version 25 and SmartPLS version 4.
Results: The results of structural equation modeling indicated that family emotional climate (β = −0.61, p < 0.001) and sense of school belonging (β = −0.57, p < 0.001) had direct and negative effects on school bullying. Additionally, family emotional climate (β = −0.17, p < 0.05) had an indirect effect on school bullying through the mediating role of sense of school belonging. The model fit indices (NFI = 0.93, SRMR = 0.07) demonstrated a satisfactory fit of the model to the data.
Conclusion: From a practical perspective and in line with the obtained results, it is recommended that psychologists and school counselors implement educational workshops focused on strengthening family relationships and teaching positive social behaviors to enhance family atmosphere and students’ sense of belonging to school.
Materials and Methods: This study employed a descriptive–correlational design using a structural equation modeling approach. The statistical population consisted of all male students enrolled in public second-level high schools in Ardabil during the 2023–2024 academic year. A sample of 200 students was selected through convenience sampling. Participants completed standardized questionnaires, including the School Bullying Questionnaire developed by Patchin et al. (2011; Cronbach’s alpha = 0.94), the Family Emotional Climate Questionnaire by Heilbrun (1964; Cronbach’s alpha = 0.86), and the School Belongingness Questionnaire by Mouton et al. (1993; Cronbach’s alpha = 0.89). Data were analyzed using descriptive statistics and structural equation modeling in SPSS version 25 and SmartPLS version 4.
Results: The results of structural equation modeling indicated that family emotional climate (β = −0.61, p < 0.001) and sense of school belonging (β = −0.57, p < 0.001) had direct and negative effects on school bullying. Additionally, family emotional climate (β = −0.17, p < 0.05) had an indirect effect on school bullying through the mediating role of sense of school belonging. The model fit indices (NFI = 0.93, SRMR = 0.07) demonstrated a satisfactory fit of the model to the data.
Conclusion: From a practical perspective and in line with the obtained results, it is recommended that psychologists and school counselors implement educational workshops focused on strengthening family relationships and teaching positive social behaviors to enhance family atmosphere and students’ sense of belonging to school.
Type of Study: Research |
Subject:
Public Health
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