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DAPHNE II Questionnaire Bologna Team Thessaloniki, 20-21 June 2011

DAPHNE II Questionnaire Bologna Team Thessaloniki, 20-21 June 2011. BOLOGNA TEAM. COORDINATORS Maria Luisa Genta Antonella Brighi Annalisa Guarini. STAFF Sandra Nicoletti (researcher) Pia Colangelo (researcher) Silvia Galli (advice for statistical analyses). 2.

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DAPHNE II Questionnaire Bologna Team Thessaloniki, 20-21 June 2011

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  1. DAPHNE II Questionnaire Bologna Team Thessaloniki, 20-21 June 2011

  2. BOLOGNA TEAM • COORDINATORS • Maria Luisa Genta • Antonella Brighi • Annalisa Guarini • STAFF • Sandra Nicoletti (researcher) • Pia Colangelo (researcher) • Silvia Galli (advice for statistical analyses) 2

  3. METHOD: participants First data collection (2007-2008): 1964 questionnaires Second data collection (2010-2011): 1641 questionnaires GENDER χ2(1, N=3523)=10.30, p=.001

  4. METHOD: participants AGE

  5. METHOD: participants χ2(2, N=3571)=62.94, p<.001 LIVING LOCATION DISABILITY χ2(1, N=3551)=0.04, p=.844

  6. METHOD: participants χ2(2, N=3441)=2.87, p<.239 FATHER’S EDUCATION MOTHER’S EDUCATION χ2(2, N=3532)=16.31, p<.001

  7. METHOD: the questionnaire • Used an anonymous self-report questionnaire • Questionnaires were carried out in a school setting, during school time and with teacher and researcher supervision • Three sections: I: about you II: about your school III: about bullying and cyberbullying

  8. METHOD: the questionnaire I SECTION: about you • Self esteem: Revised version of Melotti & Passini, 2002. Included six measures of self esteem: global, sport, school, body, peers and family. • Loneliness: Adapted from Melotti, 2006, included four measures of loneliness related to: • Parents – closeness to family • Peers – closeness to friends, members of their peer group • Aversion – how much participants like/dislike being alone • Affinity – how participants feel about being alone

  9. METHOD: the questionnaire II SECTION: about school • Eight questions relating to school climate III SECTION: About bullying and cyberbullying • Based on existing questionnaire developed by Smith et al (2005), shortened and adapted by Ortega (2006). • Includes questions on involvement in four types of bullying: direct, indirect, through mobiles and through the internet

  10. RESULTS TECHNOLOGIES ACCESSIBILITY • Internet accessχ2(1, N=3273)=100.49, p<.001, increase • Internet in ownbedroomχ2(1, N=3273)=33.57, p<.001, increase

  11. RESULTS SCHOOL CLIMATE • Question 1 χ2(1, N=3170)=10.32, p=.001, increase • Question 2 χ2(1, N=3106)=7.28, p=.007, increase • Question 3 χ2(1, N=3091)=6.49, p=.011, increase

  12. RESULTS SCHOOL CLIMATE • Question 6 χ2(1, N=3114)=3.99, p=.046, increase

  13. RESULTS DIRECT BULLYING • Victimsχ2(2, N=3263)=13.54, p=.001, decrease • Bulliesχ2(2, N=3248)=20.00, p<.001, decrease • Bystandersχ2(2, N=3256)=25.31, p<.001, decrease

  14. RESULTS INDIRECT BULLYING • Victimsχ2(2, N=3254)=9.51, p=.009, decrease • Bulliesχ2(2, N=3245)=23.84, p<.001, decrease • Bystandersχ2(2, N=3245)=27.86, p<.001, decrease

  15. RESULTS CYBERBULLYING (MOBILE) • Victimsχ2(2, N=3207)=2.64, p=.267 • Bulliesχ2(2, N=3250)=12.32, p=.002, decrease • Bystandersχ2(2, N=3250)=14.97, p=.001, decrease

  16. RESULTS CYBERBULLYING (INTERNET) • Victimsχ2(2, N=3221)=6.68, p=.035, increase • Bulliesχ2(2, N=3223)=1.49, p=.474 • Bystandersχ2(2, N=3225)=0.31, p=.855

  17. OPEN QUESTIONS • How can we explain this decrease in the incidence of traditional bullying (both direct and indirect) and cyberbullying (through Internet) in three years? • What about the second data collection in Spain and UK? • Which parts of the questionnaire can be analysed in order to compare the two collections among Countries? • What about pubblications on such data?

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