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

Kód výsledku v 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>

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

O - Ostatní výsledky

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F12%2F2325" target="_blank" >GAP407/12/2325: Školní šikana jako proces - sociálně kognitivní analýza třídní šikany</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů