Running head: RESEARCH ARTICLE SUMMARIES
Research Article Summaries
Lynn Capobianco
Ashford University
This paper is being submitted on March 22, 2020, for Brett Gordon’s RES 5240 Applied
Research Methods class.
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Research Article Summaries
Bullying is the intimidation of people who are perceived as vulnerable. Bullying has been
in existence since the nineteenth century, but studies on bullying and its impacts on students
emerged in the second half of the twentieth century. Currently, bullying can take forms like a
physical force, spreading rumors, destruction of property, verbal aggression, and cyberbullying.
All kinds of bullying have negative impacts on the academic performance of the students, social
life, and the mental well-being of the students.
Research Question
1. What are the effects of bullying on a student?
Articles
Malian, I. M. (2012). Bully versus Bullied: A Qualitative Study of Students with Disabilities
in Inclusive Settings. Electronic Journal for Inclusive Education, 2(10), 3.
Original Abstract
This qualitative study observed bullying patterns and trends of students with and without
disabilities in inclusive settings. The participants were fourth-grade students eligible for
receiving special education services in inclusive, resource, and self-contained settings.
Qualitative data were collected while students were in class and during specials and nonacademic times. The data suggests that students with disabilities are bullied and are themselves
bullies at times. There appeared to be a relationship between personal characteristics and the
incidence of bullying. Further, adult intervention was reported to be lax during incidences of
bullying. Educational implications for schools, teachers and teacher educators are presented.
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Synopsis
Bullying in public schools is a national problem that has to be addressed. Bullying can be
spreading rumors about others, taunting, hitting, poking, and kicking, among other actions that
humiliate an individual. A study on the victimization of students between grades 4 and 8 reveals
that bullying lowers the self-esteem of students. Since bullying lowers the self-worth of an
individual, experiencing it for a long time exposes an individual to harmful effects. One of the
reasons cited for bullying is the inability to fit in a group. Even though bullying affects typical
students, its effects are higher for students with disabilities. Students with learning and physical
disabilities are likely to be bullied compared to their peers who are not disabled. Students who
have disabilities are more likely to have fewer friends, and this exposes them to bullying.
Bullying for students with disabilities increases when they are in special education compared to
general education classes. This means that the separation of special needs students from the rest
accelerates cases of bullying.
The study conducted by Malian (2012) is aimed at studying bullying among students with
special needs. The participants for the study are two females and two males in grade four. The
ages of the students are between 9 and 10. The students were observed while in the cafeteria,
resource room, playground, and general education classrooms. The observation occurred for
three weeks. It targeted areas whereby the disabled students interact with other students. From
the observation, it was found that students engaged in attention-seeking behaviors that resulted in
being bullied. When bullies reform or move to other schools, it results in a void that the victims
will seek to fill. Students with disabilities were found to exhibit some superiority compared to
typical students. The students felt superior because they can attract the attention of the teacher,
and teachers take their concerns seriously. Disabled students were also found to engage in
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bullying. One male student who is confined in a wheelchair used his wheelchair several times to
physically harass other students. The demerit of this study is that only eight disabled students
participated, and therefore, the findings of the data cannot be applied to a broad population.
This study employed qualitative data. This is evident from the method of data collection
use. Observation is used to collect qualitative data.
Maran, A, Tirassa, M., & Begotti, T. (2017). Teachers' intervention in school Bullying: A
qualitative analysis on Italian Teachers. In Frontiers in Education (Vol. 2, p. 36).
Frontiers.
Original Abstract
The chances that a teacher will intervene in a case of bullying appear to be associated
with several variables, which may be resumed as the confidence that he has in his capability to
deal with problems at school. In accordance with Social Cognitive Theory and Attribution
Theory, the three-factor model of self-confidence was used to investigate the differences
between preservice teachers (PSTs) and in-service teachers (ISTs). A qualitative approach was
used to examine the strategies of intervention suggested against bullying at school by teachers.
Results showed that there are different profiles to PSTs and ISTs. In both groups, participants
with low outcome expectations (OEs) revealed a propension to intervention in the classroom,
while those characterized by high external locus of control tend to intervene only upon the
victims and the bullies. ISTs with high OEs are the group most likely to intervene directly
because they are self-confident in their abilities to put an end to the problem. Overall, the data
show that professional experience is important for the interpretation of the phenomenon and
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remedies suggested. This does not mean that interventions suggested by IST are necessarily
effective, but that they tend to have a stronger sense of self-efficacy.
Synopsis
Bullying is repeated acts of aggression against a person, and it is a result of power
imbalance. Past research had focused on the impacts of bullying on the future behavior of a
student. Since the majority of bullying incidents are reported to have occurred in schools, it is
vital to note that the role of teachers in identifying preventing bullying from happening. The
actions teachers take when intervening in bullying instances reinforce the behavior or inhibits it
from happening again. When the students believe that the teacher is disapproving of their
actions, they are likely to stop it, but when they perceive that the teacher is comfortable with
their actions, the bullying will persist. Teacher's intervention when they encounter instances of
bullying differs according to the years they have in service. Preservice teachers feel that they can
effectively handle bullying based on their recent experiences as students. Teachers who have a
stint in teaching are likely to leave students to sort their differences alone. This could be that the
teachers are not confident in their abilities to handle the cases. Teachers who handle bullying
cases decisively are likely to be respected by the students, while those who fail to assert their
authority on matters bullying are likely to be taken less seriously.
In this study, 238 preservice teachers and those who are already teaching were
interviewed. The majority of teachers that participated in the study were females reflecting the
significant percentage of female teachers in Italy. The participants were given questionnaires to
fill. For teachers already working, additional questions were added about the number of years
they have taught and the grades they are teaching. One of the questions required teachers to
describe what they can do when they encounter cases of bullying. From the study, it was
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discovered that their experiences guide the perceptions of preservice teachers on how they can
manage classes as students. Basing interventions on past experiences as a student can result in
burnouts, and this can affect the teachers' ability to deliver. Teachers in service, based on their
many years of teaching, have devised a way of dealing with bullying, and their efforts are
effective in preventing bullying.
A qualitative approach was used in this study. The collection of data was done using
interviews and questionnaires. In the questionnaires, the participants were allowed to give their
opinions on what they can do to stop bullying.
Shams, H., Garmaroudi, G., & Nedjat, S. (2017). Factors related to bullying: a qualitative
study of early adolescent students. Iranian Red Crescent Medical Journal, 19(5).
Original Abstract
Background: Bullying is considered a serious health problem in primary schools, high
schools, and universities. It can have negative effects on both the bully and who is bullied. The
negative consequences of it include depression, anxiety, drug abuse, etc. These consequences can
be devastating in many areas of the person's future life like his/her relations with other people.
The current study aims at investigating the factors that students and teachers believe can affect
bullying.
Methods: A qualitative design based on content analysis approach was used to collect the
data and analyze the perspective of 72 Iranian students, 12 teachers, and 9 parents chosen by a
purposeful sampling strategy in Gonabad. Semi-structured interviews were held in order to
collect the data. Sampling was continued until the data saturation. The data were analyzed using
a qualitative content analysis approach by MAXQUDA 2010 software.
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Results: In this study, five factors associated with bullying were identified. The factors
include 'psychological factors,' 'family factors,' 'school factors,' 'socioeconomic factors,' and the
influence of the media.' The first factor includes four sub-factors of psychiatric disorder, pride
and arrogance, jealousy, and imposing will and opinions on others. The second factor includes
four sub-factors of family violence, wrong parenting, siblings' bullying behavior, and parental
employment. The third factor includes four sub-factors of not paying attention to the students'
inappropriate behaviors, discrimination against the students, teachers' behaviors, and peer
influence. The fourth factor includes three sub-factors of the lack of patience, neighbors'
influence on our behaviors, and poverty. And the fifth factor includes two sub-factors of the
influence of social media and the internet and violent video games.
Conclusions: Bullying has different aspects and, therefore, we should pay attention to its
psychological causes, family problems, school problems, and social and economic factors, etc.
we should pay more attention to the lack of patience as a religious-mental variable which seems
to be closely linked with a behavioral issue.
Synopsis
Bullying is the act of hurting another person. Bullying is a global issue that affects
school-going children. The negative consequences of bullying are felt in both the school and
family level. At school, the adverse effects of bullying can affect the educational success and the
social life of a student. Victims of bullying have social phobia, isolation, diminished selfconfidence, and loneliness. Bullying can force a student to drop out of school since it promotes
under-achievement. About 600 million students are affected annually by bullying in the world. In
Tehran, 725 students are involved in bullying. About 28% report to have been bullied, 9.5% are
bullies, and 34.5% are victims and perpetrators of bullying. Past studies have applied quantitative
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research to study bullying. Quantitative research cannot yield substantial results since bullying is
a social issue and can, therefore, be studied adequately through qualitative research.
The present study was conducted in schools in Gonabad city. The participants of the
study are teachers, parents, and students. The selection of student participants was pegged on
gender, geographical area, and age, while for parents, the selection was based on educational
status, job, and gender. The participants were 72 students, 12 teachers, and nine parents. Semistructured interviews were the data collection method applied in the study, and interview
duration varied from 60 to 90 minutes. Mental, economic, social, mass media, school, and family
factors are some of the factors that contribute to bullying according to the study. Victims of
bullying suffer from anxiety and, therefore, can be easily picked while the perpetrators have
emotional disorders.
Children from families whereby there is a weak link between parents and children are the
significant perpetrators of bullying. Bullying thrives in a school environment whereby teachers
do little work to prevent bullying. The response of the teachers towards bullying cases can either
discourage or encourage the vice. On socioeconomic factors, children from poor societies are
likely to be bullied by those from wealthy backgrounds. Violent videogames and films on violent
behaviors are promoting violent behaviors that are manifested in bullying other students.
Bullying has negative impacts on the education performance and mental well-being of students.
The qualitative approach was used to collect data. The participants were interviewed for a
period ranging from 60 to 90 minutes. An interview is a qualitative approach to collecting data.
Al-Raqqad, H. K., Al-Bourini, E. S., Al Talahin, F. M., & Aranki, R. M. E. (2017). The
Impact of School Bullying on Students' Academic Achievement from Teachers'
Point of View. International Education Studies, 10(6), 44-50.
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Original Abstract
The study aimed to investigate school bullying impact on students' academic achievement
from teachers' perspectives in Jordanian schools. The study used a descriptive-analytical
methodology. The research sample consisted of all schools' teachers in Amman West Area (in
Jordan). The sample size consisted of 200 teachers selected from different schools from Amman
West area in Jordan. A self-administrated questionnaire was designed according to research
objectives and hypotheses and distributed over research sample subjects. All distributed
questionnaires were collected. They were, coded and analyzed by using SPSS version 18. The
research results indicated that school bullying exists in all schools, regardless if they are
governmental or private ones. The study also concluded that school bullying affects student's
academic achievement, either victims or the bullies.
Synopsis
Bullying is the harassment of people with weaker powers in society. Bullying has been in
existence for years, and children experience it from kindergarten to secondary schools. One can
be bullied while in the fields, class, bathroom, or school buses. Studies show that bullies make
schools unsafe for students. Bullying is global issues, and students in different parts of the world
are bullied daily. Bullying affects the academic performance of a student and their selfconfidence. This suppresses their personalities, and they end up missing enjoyable opportunities
in school. The different types of bullying are verbal, physical, sexual, psychological, and
cyberbullying. This study aimed to research on the effects of bullying on the academic
achievement of a student. The researchers reviewed the literature on the impacts of bullying on
the academic performance of students, and they found that bullying affects academic
performance since it lowers the interest of the student in academics. Grade 6 and 7 teachers
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participated in the study, and a total of 200 teachers from different schools participated. The
teachers were given self-administered questionnaires, while secondary data was obtained from
books, journals, internet, and periodicals. On examination of the questionnaire, it was found to
have 0.91 reliability making it acceptable.
From the study, bullying is rampant in schools and cannot be avoided. The respondents
claimed that even though bullying was present in their schools, there was no way to minimize it.
The teachers also reported that bullying has negative impacts on the performance of the students.
Bullying creates an environment that does not support learning, and the bullied students end up
performing poorly. For the bullies, bullying reduces their interest in learning as they focus on
harassing other students. From the study, the researchers concluded that bullying is significant at
α≤0.05, meaning that bullying has negative impacts on the academic performance of the
students. Even though the level of significance varies between private and public schools,
bullying affects the academic performance of the students to some levels. These findings indicate
that bullying has disastrous effects, and therefore, school management and teachers have to
formulate measures to reduce cases of bullying in schools.
A quantitative approach was used to accomplish this study. After data was collected
using the self-administered questionnaires, it was analyzed using SPSS. SPSS is an essential tool
in analyzing quantitative data.
Fullchange, A., & Furlong, M. J. (2016). An exploration of effects of bullying victimization
from a complete mental health perspective. Sage Open, 6(1), 2158244015623593.
Original Abstract
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This study explored the effects of being bullied from a dual-factor lens, specifically
examining the relation between victimization and constructs that contribute to social-emotional
well-being. Prior to carrying out the main analyses, the factor structure of self-report items
related to experiencing bullying and harassment from the California Healthy Kids Survey, which
was administered to more than 14,000 high school students, was examined to establish that these
items represent an overall factor: students' experience of victimization. This factor was then used
as an independent variable in a series of planned comparisons with a dependent variable
represented by constructs addressed by the Social-Emotional Health Survey–Secondary: beliefin-self, emotional competence, belief-in-others, and engaged living. With increased frequency of
victimization, suicidality increased, and belief-in-others decreased. For other constructs, beliefin-self, engaged living, and depression, there were significant differences found between
individuals who had experienced frequencies of bullying as low as less than once a month and
those who did not experience bullying at all but no further detrimental impacts were seen with
even higher frequencies of victimization, indicating that being victimized at all is significantly
worse than not being victimized for these variables. Implications and future directions for
research are explored.
Synopsis
Past studies on mental health have focused on existing mental health conditions. Studies
on bullying reveal that menace contributes to mental health. Longitudinal and cross-sectional
studies on the effects of bullying on the mental health of victims reveal that bullying increases
the likelihood of having suicidal tendencies and depression. Victimization also causes poor
academic performance due to an increase in psychological stress and a decrease in student
involvement in academics. Students who have been bullied have challenges making friends, and
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this creates loneliness that can affect the mental and physical health of the student. Past studies
on bullying reveal that victims of bullying have a low belief in themselves, and this reduces their
academic performance. Studies also indicate that peer intervention mechanisms reduce the
occurrence of bullying. Bullying reduces empathy, and this diminishes the psychological
dispositions of the victims hence affects their overall well-being. Presently, little literature on
positive relationships between bullying and the psychological well-being of victims exist. This
study by Fullchange & Furlong (2016) aims to determine how bullying affects the well-being of
a person.
The participants in the study are students in grades 9-12 in the year 2012-2013. All
students in the 17 secondary schools participated in the study. Data were collected using a
survey. The students were allowed to skip questions. From the study, the researchers found that
victimization affects the mental well-being of students. Engaged living, self-belief, and belief-inothers were affected by bullying. It does not matter whether the bullying is frequent or
infrequent. Any amount of bullying is enough to lower the self-belief of an individual. Past
studies corroborate with the findings that bullying diminishes belief-in-self and belief-in-others.
This research provides a holistic examination of the relationship between bullying and mental
health issues in schools. The study reveals that every instance of bullying is significant, and it
even 2 or 3 cases of bullying each month are enough in altering the mental well-being of a
student. The findings of this study can be used to prevent bullying in schools. The intervention
measures for bullying, according to the findings of this study, should be aligned to the mental
well-being of the students.
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The quantitative approach was used to collect data in this study. Students in grades 9-12
from 17 schools participated in the study. The data was collected using a survey, and the fact that
the number of students was 22,703 means that the approach is quantitative.
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References
Al-Raqqad, H. K., Al-Bourini, E. S., Al Talahin, F. M., & Aranki, R. M. E. (2017). The Impact
of School Bullying on Students' Academic Achievement from Teachers' Point of
View. International Education Studies, 10(6), 44-50.
Fullchange, A., & Furlong, M. J. (2016). An exploration of effects of bullying victimization from
a complete mental health perspective. Sage Open, 6(1), 2158244015623593.
Malian, I. M. (2012). Bully versus Bullied: A Qualitative Study of Students with Disabilities in
Inclusive Settings. Electronic Journal for Inclusive Education, 2(10), 3.
Maran, A, Tirassa, M., & Begotti, T. (2017). Teachers' intervention in school Bullying: A
qualitative analysis on Italian Teachers. In Frontiers in Education (Vol. 2, p. 36).
Frontiers.
Shams, H., Garmaroudi, G., & Nedjat, S. (2017). Factors related to bullying: a qualitative study
of early adolescent students. Iranian Red Crescent Medical Journal, 19(5).
Running head: RESEARCH ARTICLE SUMMARIES
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