Socio-cognitive analysis of school bullying in relation to the emotional regulation

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F14%3A00433842" target="_blank" >RIV/68081740:_____/14:00433842 - isvavai.cz</a>
Result on the web
<a href="http://www.eara2014.org/files/abstractbook.pdf" target="_blank" >http://www.eara2014.org/files/abstractbook.pdf</a>
DOI - Digital Object Identifier
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Result language
angličtina
Original language name
Socio-cognitive analysis of school bullying in relation to the emotional regulation
Original language description
The aim is analysis of bullying process dynamics within individual roles scenarios of participants and their interactions with emotional regulation. The empirical part is based on quantitative and qualitative research, which is aimed at exploring of bullying as a process in schools and emotional impact of regulation on the incidence of bullying. The research was carried out by the following methods ? Olweus questionnaire of bullying in school classroom, method "Guess, who it is", semi-structured interview and Cognitive Emotion Regulation Questionnaire (CERQ) on a sample of 149 pupils (11-13 years). We found that the emotion regulation strategies could be grouped into adaptive and less adaptive cognitive regulation strategies. In addition, we observed that Self-blame and Acceptance are key cognitive regulation strategies that predicts roles of participants in the dynamics of the process of bullying.
Czech name
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Czech description
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Project
<a href="/en/project/GAP407%2F12%2F2325" target="_blank" >GAP407/12/2325: School bullying as a process - a social-cognitive analysis of classroom bullying</a><br>
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2014
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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