Hành vi bắt nạt học đường của học sinh có kiểu nhân cách khác nhau: nghiên cứu thực trạng tại một số trường trung học cơ sở trên địa bàn Thành phố Hà Nội
Tóm tắt
School bullying is a matter of concern worldwide and in Viet Nam. This study aims to describe the current situation of school bullying behaviours among lower secondary school students according to different personality types based on the Five-Factor Model. A survey was conducted with 817 students from five lower secondary schools in Hanoi representing urban, peri-urban, and rural areas using the Big Five Questionnaire for Children (BFQ-C) and the Bullying Questionnaire (BQ), which covers four groups of behaviours: physical, verbal, social, and property-related bullying. Teacher interviews and descriptive and correlational statistical analyses were also employed. Findings show that overall levels of bullying were very low across all personality groups; verbal bullying was more common than physical, social, and property-related forms. Students with high sensitivity scored highest in overall bullying, while those with high openness scored lowest, although the differences between groups were small. Correlations between personality traits and bullying behaviours were minimal; sensitivity showed a slight positive association, whereas conscientiousness had a slight negative association with bullying. Based on these results, the article proposes several psychological-educational measures, including personality-responsive social skills education, school counselling, personality-based group interventions, and the development of a positive school environment, to reduce and prevent school bullying among lower secondary students.
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