P-16 Predictors of Bullying Behaviors Among Adolescents in Saudi Arabia: The Role of Self-Esteem, Emotional Intelligence, and Moral Disengagement
Presenter Status
PhD Candidate, Department of Graduate Psychology and Counseling
Second Presenter Status
Assistant Professor, Department of Graduate Psychology and Counseling
Third Presenter Status
Professor of Research & Statistical Methodology, Department of Graduate Psychology and Counseling
Fourth Presenter Status
Associate Professor, Department of Teaching, Learning, and Curriculum
Preferred Session
Poster Session
Location
Buller Hall Hallways
Start Date
21-10-2022 2:00 PM
End Date
21-10-2022 3:00 PM
Presentation Abstract
Over the last years, there is a growing recognition of the bullying phenomena and its influence on students' social, emotional, and academic lives. In Saudi Arabia, researchers conducted an exploratory study in bullying in high school and found various forms of bullying (verbal, physical, sexual, psychological/social, and cyberbullying) were reported among Saudi students (AlBuhairan et al., 2016). Among 12- to 18- year-old students who attend school in Saudi Arabia, bullying victimization was reported at 26% (AlBuhairan et al., 2017). Another study in Saudi Arabia found that bullying behavior was ranked as the first and most common aggressive behavior among school students in Riyadh, the capital city, at 31.5% (Al-Qahtani, 2009). This study aimed to investigate how adolescents' self-esteem, emotional intelligence, and moral disengagement may influence bullying behavior among adolescents in Saudi Arabia. A total of 735 participants (378 male and 357 female) were obtained from high schools ages between 14 and 18 years old who attended public high schools in Saudi Arabia during the 2022 academic year. Participants completed a survey consisting of demographic questions such as gender and grade level, The Bullying and Cyberbullying Scale (BCS-A), Rosenberg's Self-Esteem Scale (RSES), Wong and Law Emotional Intelligence Scale (WLEIS), and Bandura's Moral Disengagement Scale (MDS). The statistical analyses utilized will involve descriptive statistics, One-Way MANOVA, and Structural Equation Modeling (SEM) analysis. The findings will underline the importance of extending our understanding of the bullying phenomenon among adolescents.
P-16 Predictors of Bullying Behaviors Among Adolescents in Saudi Arabia: The Role of Self-Esteem, Emotional Intelligence, and Moral Disengagement
Buller Hall Hallways
Over the last years, there is a growing recognition of the bullying phenomena and its influence on students' social, emotional, and academic lives. In Saudi Arabia, researchers conducted an exploratory study in bullying in high school and found various forms of bullying (verbal, physical, sexual, psychological/social, and cyberbullying) were reported among Saudi students (AlBuhairan et al., 2016). Among 12- to 18- year-old students who attend school in Saudi Arabia, bullying victimization was reported at 26% (AlBuhairan et al., 2017). Another study in Saudi Arabia found that bullying behavior was ranked as the first and most common aggressive behavior among school students in Riyadh, the capital city, at 31.5% (Al-Qahtani, 2009). This study aimed to investigate how adolescents' self-esteem, emotional intelligence, and moral disengagement may influence bullying behavior among adolescents in Saudi Arabia. A total of 735 participants (378 male and 357 female) were obtained from high schools ages between 14 and 18 years old who attended public high schools in Saudi Arabia during the 2022 academic year. Participants completed a survey consisting of demographic questions such as gender and grade level, The Bullying and Cyberbullying Scale (BCS-A), Rosenberg's Self-Esteem Scale (RSES), Wong and Law Emotional Intelligence Scale (WLEIS), and Bandura's Moral Disengagement Scale (MDS). The statistical analyses utilized will involve descriptive statistics, One-Way MANOVA, and Structural Equation Modeling (SEM) analysis. The findings will underline the importance of extending our understanding of the bullying phenomenon among adolescents.
Acknowledgments
IRB protocol number 22-009