The social and emotional skills of bullies, victims, and bully–victims of Egyptian primary school children.
Abstract
This study examined whether bullies, victims, bully-victims (who are both bullies and victims), and students who reported no or low levels of bullying and victimization differed in their levels of social and emotional skills. Data were collected from 623 children in fifth and sixth grades from four Egyptian elementary schools; their ages ranged from 10 to 12 years. K-means cluster analysis revealed four groups: bullies (n = 138), victims (n = 178), bully-victims (n = 59), and children who were not involved in bullying behaviour (n = 248). Data were analyzed using multinomial logistic regression. The findings indicated that boys were more involved in bullying behaviour than girls, and both bullies and bully-victims were less likely to adhere to social rules and politeness than children who were not involved in bullying. Both bullies and victims were less aware of the physiological reactions of their emotions than uninvolved children, and were less able to apply social rules in social interaction. Both victims and bully-victims reported less likeability than children not involved in bullying. Verbal sharing, attending to others' emotions, and analysis of emotions did not have a statistically significant relationship with the probabilities of classifying children to any bullying group versus children not involved in bullying. Social skills were more important than emotional awareness in predicting the likelihood of classifying children in one of the three bullying groups versus…
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Bully/victims tend to report fewer social and emotional skills.
“Bully/victims tend to report more behavioral disturbances and aggressive behavior than bullies or victims or individuals not involved in bullying (Unnever, 2005), and the literature seems to indicate that these individuals tend to report less empathy (Zych et al., 2019) and fewer social and emotional skills (Habashy Hussein, 2013; Zych et al., 2019).”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Habashy Hussein, 2013
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- Authors
- Habashy Hussein, M.
- Affiliations
- Department of Educational Psychology Alexandria University Alexandria Egypt
- Venue
- International Journal of Psychology
- Publisher
- Wiley
- Published
- 2012-08
- Volume
- 48
- Issue
- 5
- Pages
- 910-921
- ISSN
- 0020-7594 (ISSN-L)
- 1464-066X
- OpenAlex
- W2135130653
- Cited by
- 40
- References
- 70
- Citations by year
- 2026: 5 · 2024: 5 · 2023: 2 · 2022: 7 · 2021: 3 · 2020: 3 · 2019: 3 · 2018: 4 · 2017: 2 · 2016: 5 · 2014: 1
- FWCI
- 0.48
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Social Skills and Education
- Keywords
- bullying, bullying victims, bully-victims, social skills, emotional awareness, social rules, politeness, likeability, gender differences in bullying, elementary school students, Egyptian children, bullying intervention
- MeSH terms
- Child, Egypt, Emotions, Female, Humans, Interpersonal Relations, Male, Schools, Social Behavior, Students, Crime Victims, Bullying
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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