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022 _a0144-3410
040 _aMSU
_bEnglish
_cMSU
_erda
050 0 0 _aLB1051 EDU
100 1 _aCerezo, Fuensanta
_eauthor
245 1 0 _aBullying in spanish and english pupils:
_ba sociometric perspective using the BULL-S questionnaire
_ccreated by Fuensanta Cerezo and Manuel Ato
264 1 _aOxfordshire:
_bTaylor and Francis,
_c2005.
336 _2rdacontent
_atext
_btxt
337 _2rdamedia
_aunmediated
_bn
338 _2rdacarrier
_avolume
_bnc
440 _aAn international journal of experimental educational psychology
_vVolume 25, number 4.
520 3 _aMost researchers into bullying agree on its social implications and on some inner aspects of the aggressive situations. Methods of identifying bullying among peers used to be very costly in time and effort. In order to simplify the task, the Bull-S questionnaire has been elaborated. After its confirmation as a usable instrument in Spanish schools, we attempted to find out whether it could also be a good tool in foreign schools, by applying it to both an English and a Spanish sample. Results showed very high similarity between samples, which allows us to say that the aspects measured by the questionnaire are the same in both samples. First, we did not find significant differences in the extent of bullying in schools. Second, an item-by-item comparison showed significant differences between means in only: "Leave out of activities and games." From a sociometric perspective, rejection is presented as associated with bullying and especially linked to victimisation, and acceptance is associated with those pupils not involved in bullying. Finally, factorial analyses confirmed that variables conformed to a different structure for bullies, for victims, and for not-involved pupils. These different structures are quite similar in both countries.
650 _aStudents
_vQuestionnaires
_xBullying
700 1 _aAto, Manuel
_eco-author
856 _uhttps://doi.org/10.1080/01443410500041458
942 _2lcc
_cJA
999 _c168476
_d168476