Bullying at school and cognitive emotion regulation
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17250%2F20%3AA210291X" target="_blank" >RIV/61988987:17250/20:A210291X - isvavai.cz</a>
Výsledek na webu
<a href="http://www.clovekaspolocnost.sk/sk/rocnik-23-rok-2020/4/studie-a-clanky/bullying-at-school-and-cognitive-emotion-regulation/" target="_blank" >http://www.clovekaspolocnost.sk/sk/rocnik-23-rok-2020/4/studie-a-clanky/bullying-at-school-and-cognitive-emotion-regulation/</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.31577/cas.2020.04.578" target="_blank" >10.31577/cas.2020.04.578</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Bullying at school and cognitive emotion regulation
Popis výsledku v původním jazyce
The paper provides theoretical and empirical knowledge of the issue of school bullying. It is oriented to the identification and description of the different forms of bullying in the classroom, as they are perceived and evaluated by participants. It also aims to analysis of bullying process dynamics within individual roles scenarios of participants and their interactions with emotion regulation. The research was aimed at exploring of bullying as a process in schools and the impact of emotion regulation on the occurrence of bullying. The research was carried out by the following methods – 'Guess Who' and Cognitive Emotion Regulation Questionnaire (CERQ) on a sample of 489 pupils (12-13 years). We found out that the emotion regulation strategies could be grouped into adaptive and less adaptive strategies. In addition, we observed that Positive reappraisal, Self-blame and Refocus on Planning are key regulation strategies that predicts roles of participants in the dynamics of the process of bullying. The effect of interaction of role in bullying and gender on the strategies of cognitive emotion regulation were verified.
Název v anglickém jazyce
Bullying at school and cognitive emotion regulation
Popis výsledku anglicky
The paper provides theoretical and empirical knowledge of the issue of school bullying. It is oriented to the identification and description of the different forms of bullying in the classroom, as they are perceived and evaluated by participants. It also aims to analysis of bullying process dynamics within individual roles scenarios of participants and their interactions with emotion regulation. The research was aimed at exploring of bullying as a process in schools and the impact of emotion regulation on the occurrence of bullying. The research was carried out by the following methods – 'Guess Who' and Cognitive Emotion Regulation Questionnaire (CERQ) on a sample of 489 pupils (12-13 years). We found out that the emotion regulation strategies could be grouped into adaptive and less adaptive strategies. In addition, we observed that Positive reappraisal, Self-blame and Refocus on Planning are key regulation strategies that predicts roles of participants in the dynamics of the process of bullying. The effect of interaction of role in bullying and gender on the strategies of cognitive emotion regulation were verified.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
—
OECD FORD obor
50101 - Psychology (including human - machine relations)
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Človek a spoločnosť
ISSN
1335-3608
e-ISSN
—
Svazek periodika
23
Číslo periodika v rámci svazku
4
Stát vydavatele periodika
SK - Slovenská republika
Počet stran výsledku
14
Strana od-do
18-31
Kód UT WoS článku
—
EID výsledku v databázi Scopus
—