Abstract:

Bullying is a widespread problem worldwide, and large-scale studies report that approximately 25% of children are bullied at school. bullying behavior remains a significant social and health issue for educators nationwide. Although there is a lot of discourse on school bullying, previous studies are limited in explaining the predictive effect of factors such as individual, parent and teacher variables. It is important to understand the relationship between the factors related to family, teachers and students, who are the stakeholders of the school system, and peer bullying, in terms of shedding light on the measures to be taken in this regard. The purpose of this study was to investigate the relationship between family (socio-economic status and social support), teacher (in-class discipline, teacher support, teacher feedback and teacher interest), and student (endurance, goal orientation and competitiveness) factors and exposure to peer bullying. Furthermore, the power of these factors in predicting peer bullying was examined. The data of this relational survey model study was taken from the PISA application of 2018. The data of 6368 high school students were included in the study in which hierarchical regression analysis was used. According to the research findings, the social support of the family is the most important predictor of being exposed to bullying. There is no significant relationship between socio-economic status and exposure to bullying. Less bullying behavior is observed in the classrooms of teachers who provide good discipline, support their students and care about their students. Students with high resilience levels are less exposed to bullying.

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