Social-psychological Aspects of Bullying: Interconnection of Aggressiveness and School Anxiety 1800
, PhD in Psychology, senior scientific differential psychology and psychophysiology laboratory worker, Psychological University Russian Education Academy (PU REA), Moscow, Russia, email@example.comOsnitsky A.K.
, Doctor of Psychology, professor, major scientific differential psychology and psychophysiology laboratory worker, Psychological University Russian Education Academy (PU REA), Moscow, Russia, firstname.lastname@example.orgEnikolopov S.N.
, PhD in Psychology, head, Department of Clinical Psychology, Mental Health Research Center, Moscow, Russia, email@example.com
Bullying is seen as a variant of aggression. Natural interconnections between contents of teenagers’ fears, anxiety and aggression are analyzed. The longitudinal research results are presented, in the framework of which four consecutive measures of anxiety and the following aggressiveness indexes of 70 6th form pupils, and then 7th form ones are compared. It is being clarified, to what extent aggressive behavior risk is related to animosity as a negative notional attitude of an individual. Hostility stably and positively correlates with school, self-esteem, interpersonal and mystical anxiety among teenagers. Social situation of uncertainty, connected to constant transformation of social norms, exerts heavy influence. According to research results, greatly isolated schoolchildren stand out in each class. It is them, who, according to the expert teachers assessment and included to observational results, are victims to aggressors as well as to “onlookers”, who take positions of passive aggressors. Victims are stably overly anxious, possess high level of hostility and are inclined to protective aggression in behavior. Their further transformation into aggressors can be safely assumed.
This work was supported by grant RFH № 15-06-00052.
- Berkowitz L. Agressiya [Aggression]. Sankt-Petersburg: Neva, 2001. 512 p.
- Bochaver A.A., Zhilinskaya A.V., Khlomov K.D. Shkol’naya travlya i
pozitsiya uchitelei [School Bullying and Teachers' Attitudes]. Sotsial’naya
psikhologiya i obshchestvo [Social Psychology and
Society], 2015, no. 1(6), pp. 103-116.
- Guseinova E.A., Enikolopov S.N. Vliyanie pozitsii podrostka v bullinge na
ego agressivnoe povedenie i samootsenku [Influence of the Bullying Victim
Position on Aggressive Behavior]. Psikhologicheskaya nauka i obrazovanie
[Psychological Science and Education], 2014, no. 2. Available at:
- Kekelidze S.I., Makushkin E.V. Tat'yana Borisovna Dmitrieva – psikhiatr v
epokhu peremen [Tatyana Dmitrieva – psychiatrist in a time of change]. Moscow:
Minzdravsotsrazvitiya Rossii, 2011. 191 p.
- Martynenko B.K. Sotsial’naya sushchnost’ nasiliya [The social essence of
violence]. Zakon i pravo [The law and the right], 2008,
no. 12, pp. 60-61.
- Petrosyants V.R. Psikhologicheskaya kharakteristika starsheklassnikov,
uchastnikov bullinga v obrasovatel’noi srede, I ikh zhiznestoikost’. Avtoref.
diss. kand. psikhol. nauk. [The psychological characteristics of high school
students, participants in bullying in the educational environment, and their
hardiness. Ph. D. (Psychology) Thesis]. Sankt-Petersburg, 2011. 24
- Prikhozhan A.M. Psikhologiya trevozhnosti [Psychology of anxiety].
Moscow: Piter, 2009. 192 p.
- Brunstein Klomek A., Sourander A., Gould M. The association of suicide and
bullying in childhood to young adulthood: a review of cross-sectional and
longitudinal research findings.
Psychiatry, 2010. Vol. 55, no. 5, pp. 282-288.
- Craig W.M. The relationship among bullying, victimization, depression,
anxiety and aggression in elementary school children. Personality and
Individual Differences, 1998. Vol. 24, no. 1, pp. 123-130.
Argentero P. Professional outcomes and psychological health after workplace
bullying: an exploratory follow-up study. Med Lav., 2015.
Vol. 106, no. 4, pp. 271-283.
Patchin J.W. Bullying, cyberbullying, and suicide.
Arch. Suicide Res.,
2010. Vol. 14, no. 3, pp. 206-221.
- Pervanidou P., Chrousos G.P. Metabolic consequences of stress during
childhood and adolescence. Metabolism, 2012. Vol. 61, no. 5, pp.
- Slaney R.B., Rice K.G., Mobley M., Trippi J., Ashby J.S. The revised Almost
Perfect Scale. Measurement and Evaluation in Counseling and Development,
2001. Vol. 34, no. 3, pp. 130-145.