Date of Award
Bachelor of Education Honours
School of Education
Faculty of Education
The purpose of this study was to compare bullied and non-bullied children in order to ascc1tain whether the two groups varied on specific self-concept factors. The theoretical position was that low self-concept was related to bullying and as such, bullied children would score lower on a stipulated self-concept test. The sample comprised fifty-three bullied and fifty-three non-bullied children from grades six to nine, selected from three large state city schools and six large state country schools with similar socio-economic status. The students were allocated to the "bullied" and "non-bullied" groups by class teachers using specified criteria. All fifty-three bullied children who agreed to participate were matched, where possible, for age and gender with fifty-three of the one hundred and twenty non-bullied children participating in the study. The design used was an ex post facto design where the bullied (experimental) group and the non-bullied (control) group already existed in situ and self-concept features of the two groups had already occurred. The two groups completed the Song and Hattie About Myself (1992) Self-concept Test. Means and standard deviations for the two groups were ascertained on seven self-concept factors: achievement self-concept, ability self-concept, classroom self-concept, peer self-concept, family self-concept, confidence and physical self-concept. The results of ANOVA tests showed significant differences between the bullied and non-bullied groups in achievement self-concept, classroom self-concept, peer self-concept, confidence and physical self-concept. Ability self-concept and family self-concept were not significantly different for bullied and non-bullied groups. Only confidence (lowest for bullied girls) was significant in gender differences. From these results it was concluded that a significant relationship existed between low self-concept and being bullied, and that victimisation was not gender-specific except for confidence in bullied girls. It was suggested that applying self-concept enhancement techniques aimed at boosting self-concept in bullied children might not only generate higher self-concept in those factors under consideration but possibly also remove bullied children as targets of bullying.
Forrest, W. (1996). Self-concept differences between bullied and non-bullied children. https://ro.ecu.edu.au/theses_hons/734