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Psychology and Law
2025. Vol. 15, no. 4, 104–127
doi:10.17759/psylaw.2025150406
ISSN: 2222-5196 (online)

Perception and estimation of the bullying situation by students depending on their role positions

 
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Abstract

Context and relevance. Situations of bullying in the educational environment have a negative impact on the psychological state and performance of students. Effective diagnosis of such situations requires new psychodiagnostic tools that can determine the vision of the situation of bullying through the eyes of its participant (aggressor, accomplice, victim, witness) or an outside observer. The analysis of respondents' responses to the questionnaire, which will form the basis of a new psychodiagnostic tool in the future, is also important for developing preventive measures and improving psychological support for students who are faced with a bullying situation. Objective. Analyze the results of the use of a new psychodiagnostics tool for assessing the perception and reaction of students to bullying. Hypothesis. Direct questioning of students can identify significant differences in the perception and estimation of bullying situations in those who identify themselves with one of the role positions, as well as with a high degree of probability to predict in what role a student may play in a bullying situation. Methods and materials. The sample consisted of students enrolled in the programs of basic general education, secondary general education and secondary vocational education (7-11 grade (N=525 students), 1st grade of professional education organizations (N=1,205 students), from 11 to 18 years old (M=15.8; SD=1,7), male 465 (26.9%) and female 1,265 (73.1%), total amount N=1730, who had been involved in the situation to some extent and identify themselves with the role of aggressor, accomplice, witness or victim. Results. Based on the use of the Pearson He-squared criterion revealed statistically significant differences in the assessment of relationships in the educational team and in the behavior of students who identified themselves with different roles in the situation of bullying. Discriminant analysis made it possible to predict the belonging of the student in a particular role in the situation of bullying at the level of 74.3%. Conclusions. The data obtained allows to have a look on situation of bullying in educational groups through the eyes of the students themselves and predict with high accuracy what role the student will play in the event of a future situation of bullying that can be used in preventive and educational work in educational groups.

General Information

Keywords: students, bullying, bullying assessment, bullying prevention, role, aggressor, accomplice, witness, victim of bullying

Journal rubric: Legal Psychology of Childhood

Article type: scientific article

DOI: https://doi.org/10.17759/psylaw.2025150406

Funding. he study was carried out in accordance with the state task No. 073-00069-25-06 for 2025 and for the planning period of 2026 and 2027 of the Ministry of Education of the Russian Federation dated 11/17/2025 "Development of a comprehensive program for the prevention and detection of bullying and other types of socially dangerous behavior among participants in educational relations in the system of general education and secondary vocational education".

Received 24.10.2025

Revised 26.11.2025

Accepted

Published

For citation: Ulyanina, O.A., Yurchuk, O.L., Aleksandrova, L.A., Nikiforova, E.A., Tukfeeva, Yu.V., Knisheva, T.P., Trofimova, A.P., Firsova, A.E. (2025). Perception and estimation of the bullying situation by students depending on their role positions. Psychology and Law, 15(4), 104–127. (In Russ.). https://doi.org/10.17759/psylaw.2025150406

© Ulyanina O.A., Yurchuk O.L., Aleksandrova L.A., Nikiforova E.A., Tukfeeva Yu.V., Knisheva T.P., Trofimova A.P., Firsova A.E., 2025

License: CC BY-NC 4.0

References

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Information About the Authors

Olga A. Ulyanina, Doctor of Psychology, Associate Professor, Head of the Federal Coordination Center for Provision the Development of Psychological and Pedagogical Assistance in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Corresponding member of the RAE, Chief Researcher of the Research Center, Academy of Management of the Ministry of Internal Affairs of Russia; Professor of Faculty of Social Sciences, School of Psychology at National Research University “Higher School of Economics”, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9300-4825, e-mail: ulyaninaoa@mgppu.ru

Olga L. Yurchuk, Candidate of Science (Psychology), Head of the Department of Scientific and Methodological Support, Federal Coordination Center for Provision the Development of Psychological and Pedagogical Assistance in the Education System of the Russian Federation, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0004-3221-2945, e-mail: yurchukol@mgppu.ru

Lada A. Aleksandrova, Candidate of Science (Psychology), Leading Analyst of the Federal Coordination Center for Provision the Development of Psychological and Pedagogical Assistance in the Education System of the Russian Federation, Associate Professor, Department of Psychology & Pedagogy of Distance Learning, Moscow State University of psychology and education, Associate Professor, Faculty of Social Sciences, School of Psychology at National Research University “Higher School of Economics”, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3539-8058, e-mail: ladaleksandrova@mail.ru

Ekaterina A. Nikiforova, Head of the Department of Scientific and Methodological Support at the Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-0488-6497, e-mail: k.Nikiforova.2014@yandex.ru

Yulia V. Tukfeeva, Candidate of Science (Education), Head, Department of Monitoring and Coordination of the Activities of Psychological Services in the Education System, Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-7963-3684, e-mail: tukfeevayuv@mgppu.ru

Tatiana P. Knisheva, Lead Analyst of the Department of Monitoring and Coordination Psychological Services in the Education System, Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-1518-3490, e-mail: knishevatp@mgppu.ru

Anastasia P. Trofimova, Analyst, Department of Monitoring and Coordination of the Activities of Psychological Services in the Education System, Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0001-4259-819X, e-mail: trofimovaap@mgppu.ru

Alla E. Firsova, Candidate of Science (Education), Associate Professor of the Department of Pedagogy, Psychology and Social Work, Volgograd State University, Volgograd, Russian Federation, ORCID: https://orcid.org/0009-0001-9741-5629, e-mail: a.e.firsova@yandex.ru

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