Predicting School Bullying with Regard to Students’ Social Skills and Emotional Structure

This study aimed to predict school bullying via social skills and emotional structure. This was a descriptive-correlational study. A corpus of 351 people was selected using a stratified random sampling method. Measurement tools were Bullying Questionnaire, Inventory of Social Skills, and Positive and Negative Affect Schedule. Results showed that school bullying was related to positive social skills, negative social skills, and negative affect. However, it was not correlated with positive affect. Additionally, results of a stepwise regression analysis indicated that, in the first step, positive social skills could determine 11.4% of variances in school bullying and, in the second step, negative social skills increased the ability to determine school bullying to 21%. Moreover, negative affect determined 1.5% of the variances in school bullying.

Keywords:

bullying , positive social skills , negative social skills , positive affect , negative affect