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Title:Razredne norme priljubljenosti kot moderator odnosa med socialnimi cilji priljubljenosti, zaznano priljubljenostjo in izvajanjem medvrstniškega nasilja : magistrsko delo
Authors:ID Bukovec, Lara (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
ID Horvat, Marina (Comentor)
Files:.pdf MAG_Bukovec_Lara_2025.pdf (745,50 KB)
MD5: 390642D71FD5C2B324B14D33FE498D4B
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Medvrstniško nasilje je pogost pojav v osnovnošolskih razredih, njegove posledice so lahko učne, psihosocialne in zdravstvene. K njegovemu nastanku in ohranjanju prispevajo različni dejavniki na ravni posameznika in razreda. Namen magistrskega dela je bil preučiti vpliv socialnih ciljev priljubljenosti in zaznane priljubljenosti na izvajanje medvrstniškega nasilja, preveriti moderacijski učinek zaznane priljubljenosti in razrednih (agresivnih in prosocialnih) norm priljubljenosti na ta odnos. V raziskavi s prečnim raziskovalnim načrtom je sodelovalo 6395 učencev (50 % deklet) 8. in 9. razredov iz 118 slovenskih osnovnih šol. Podatki so bili analizirani z večnivojskim modeliranjem. Rezultati so pokazali, da socialni cilji priljubljenosti in zaznana priljubljenost napovedujejo izvajanje medvrstniškega nasilja. Obenem je tudi povezava med socialnimi cilji priljubljenosti in izvajanjem medvrstniškega nasilja močnejša pri višjih vrednostih zaznane priljubljenosti. Prav tako se je pokazalo, da sta tako povezava med socialnimi cilji priljubljenosti in izvajanjem nasilja kot tudi povezava med zaznano priljubljenostjo in izvajanjem medvrstniškega nasilja močnejši pri višjih stopnjah agresivnih norm priljubljenosti. Prosocialne razredne norme priljubljenosti se niso izkazale kot statistično značilen moderator, spol pa je bil statistično značilno povezan z izvajanjem nasilja, vendar njegova vključitev v model ni spremenila glavnih ugotovitev. Raziskava omogoča boljši vpogled v vlogo razrednih in individualnih dejavnikov pri razumevanju medvrstniškega nasilja, ugotovitve pa lahko uporabimo pri oblikovanju intervencij ter šolskih preventivnih programov za preprečevanje medvrstniškega nasilja tako na razredni kot individualni ravni.
Keywords:razredne norme priljubljenosti, socialni cilji priljubljenosti, zaznana priljubljenost, medvrstniško nasilje, večnivojsko modeliranje
Place of publishing:Maribor
Place of performance:Maribor
Publisher:L. Bukovec
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (IX, 58 str.))
PID:20.500.12556/DKUM-95360 New window
UDC:159.922.8:364.63(043.2)
COBISS.SI-ID:253401859 New window
Publication date in DKUM:16.10.2025
Views:231
Downloads:58
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:15.09.2025

Secondary language

Language:English
Title:The moderating role of classroom popularity norms in the relationship between popularity goals, perceived popularity and bullying : master's thesis
Abstract:Bullying is a common phenomenon in primary school classrooms, bringing many educational, psychosocial, and health consequences for victims. Its emergence and perpetuation are influenced by various individual and classroom-level factors. The purpose of this master's thesis was to examine the influence of popularity goals and perceived popularity on the perpetration of bullying, and to test the moderating effect of perceived popularity and classroom (aggressive and prosocial) popularity norms on this relationship. The cross-sectional study involved 6,395 students (50% girls) in the 8th and 9th grades from 118 Slovenian primary schools. The data were analysed using multilevel modelling. The results showed that popularity goals and perceived popularity predicted bullying. Moreover, the link between popularity goals and bullying was stronger at higher levels of perceived popularity. It was also found that the link between popularity goals and bullying and the link between perceived popularity and bullying were stronger at higher levels of aggressive popularity norms. Prosocial classroom popularity norms did not prove to be a statistically significant moderator, while gender was significantly associated with bullying, but its inclusion in the model did not change the main findings. The study provides greater insight into the role of classroom and individual factors in understanding bullying. The findings can be applied in designing interventions and school prevention programs to prevent bullying at the classroom and individual levels
Keywords:classroom popularity norms, popularity goals, perceived popularity, bullying, multilevel modelling


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