پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 908 |
| تعداد مقالات | 7,476 |
| تعداد مشاهده مقاله | 12,075,792 |
| تعداد دریافت فایل اصل مقاله | 8,543,261 |
نقش میانجی حمایت اجتماعی ادراک شده از سوی معلم در رابطه سه گانه تاریک شخصیت و مقایسه اجتماعی با قلدری در دختران | ||
| مطالعات اجتماعی روان شناختی زنان | ||
| مقاله 3، دوره 20، شماره 4 - شماره پیاپی 73، بهمن 1401، صفحه 68-109 اصل مقاله (1.19 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jwsps.2022.39796.2598 | ||
| نویسندگان | ||
| آرزو بروکانلو1؛ فرزانه میکاییلی منیع* 2 | ||
| 1این مقاله مستخرج از پایاننامه کارشناسی ارشد میباشد. . دانش آموخته کارشناسی ارشد روانشناسی تربیتی، دانشگاه ارومیه، ایران. a.borukanlu@gmail.com | ||
| 2دانشیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران. (نویسنده مسئول) f.michaelimanee@urmia.ac.ir | ||
| چکیده | ||
| هدفپژوهشحاضر، بررسینقشمیانجیحمایتاجتماعیادراکشده از سویمعلم، در رابطه سهگانهتاریکشخصیت و مقایسهاجتماعی با رفتار قلدری در دختران بود. پژوهشحاضر توصیفی، از نوع همبستگی و مبتنی بر مدلسازی معادلاتساختاری بود. تعداد 384 دانشآموز دختر دورهدوممتوسطه شهر ارومیه (میانگین سنی: 82/16 و انحراف استاندارد: 04/1) بهروشنمونهگیریتصادفیخوشهایچندمرحلهای، انتخاب شدند و به پرسشنامههای Illinois Bully Scale, Narcissistic Personality Inventory, Machiavellianism personality scale, Self-Report Psychopathy Scale, Perceived Social Support scale, Iowa-Netherlands Comparison Orientation Measure پاسخدادند. بهمنظور تحلیل مدلمفهومی، بررسی فرضیههای پژوهش و استنباط آماری از نرمافزار Spss و Smart Pls استفادهشدهاست. نتایجحاصل از مدلسازی معادلات ساختاری، نقش میانجی حمایتاجتماعیادراکشده از سویمعلم را در تأثیر ماکیاولیسم بر قلدری، تائید کرد. همچنین، نتایج نشان داد که حمایتاجتماعیادراکشده از سویمعلم، نمیتواند نقشمیانجی را بین خودشیفتگی و قلدری، جامعهستیزی و قلدری، مقایسهاجتماعی و قلدری ایفا کند. مطابق نتایج بهدستآمده، خودشیفتگی و ماکیاولیسم بر قلدری تأثیر مثبت و معنادار دارند و جامعهستیزی بر قلدری تأثیری ندارد. علاوه براین، مقایسهاجتماعی بر قلدری تأثیر مثبت و معنادار و حمایتاجتماعی بر قلدری تأثیر منفی و معنادار دارد. با توجه به مقدار بهدست آمده برای GOF به میزان 370/0، برازش مناسب و قوی مدل کلی تأیید می-شود. | ||
| کلیدواژهها | ||
| سهگانهتاریکشخصیت؛ حمایتاجتماعیادراکشده؛ مقایسهاجتماعی؛ قلدری | ||
| عنوان مقاله [English] | ||
| The mediating role of perceived social support from teacher in relation to dark tried personality, and social comparison with bullying behavior in females. | ||
| نویسندگان [English] | ||
| Arezoo Borukanlu1؛ Farzaneh Mikaeli Manee2 | ||
| 1M.A. of Educational Psychology, Urmia University, Urmia, Iran. a.borukanlu@gmail.com. | ||
| 2Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran. f.michaelimanee@urmia.ac.ir. (Corresponding Author) | ||
| چکیده [English] | ||
| The purpose of the current study was to investigate the mediating role of perceived social support from teachers in relation to dark tried personality, and social comparison with bullying behaviour in females (average age: 16.82 and Sd: 1.04). The present research was descriptive-correlational and based on structural equation modelling. A total of 384 secondary school female students in Urmia were selected by multi-stage cluster random sampling method and responded to the Illinois Bully Scale, Narcissistic Personality Inventory, Machiavellianism personality scale, Self-Report Psychopathy Scale, Perceived Social Support scale, Iowa-Netherlands Comparison Orientation Measure questionnaires. SPSS and Smart PLS software were used in order to analyze the conceptual model, and test the research hypotheses, and statistical inferences. The results of structural equation modelling confirmed the mediating role of perceived social support from teachers in the effect of Machiavellianism on bullying. Besides, the results revealed that the perceived social support from teachers could not play a mediating role between narcissism and bullying; Psychopathy and bullying; and social comparison and bullying. Based on the findings, narcissism and Machiavellianism have a positive significant effect on bullying while Psychopathy has no effect on it. In addition, the social comparison has a positive significant effect on bullying, but social support has a negative significant effect on bullying. According to the value obtained for GOF (0.370), a suitable and strong fit of the overall model was confirmed. Keywords Dark Tried Personality, Perceived Social Support, Social Comparison, Bulling. Introduction According to Olweus (2013), bullying is intentional, persistent, and negative behaviour that is perpetrated by one or more individuals on a person who is having difficulty defending themselves which is characterized by an imbalance of power and force between the bully and the victim. Machiavellianism refers to individual strategies that support coldness, deception, evaluation, and manipulation to achieve goals. Narcissism is a pathological form of self-love that is associated with a sense of magnification, being right, domination, and the illusion of superiority (Paulhus, & Williams, 2002). The essence of the triarchic model is that psychopathy encompasses three distinct phenotypic constructs: disinhibition which reflects a general propensity toward problems of impulse control; boldness, which is defined as the nexus of social dominance, emotional resiliency, and venturesomeness; and meanness, which is defined as aggressive resource seeking without regard for others (“disaffiliated agency”). Based on the social comparison theory, people essentially need to acquire information in order to evaluate themselves through social comparison. This comparison occurs in groups and other face-to-face situations (Festinger, 1954) and influences how individuals evaluate (self-concept and self-esteem) (Visconti, Kochenderfer-Ladd, & Clifford, 2013) and their abilities (Festinger, 1954). Cobb (1976) defined social protection as information by which a person believes to be affable, valued, credible, and respected, and to belong to a network of bilateral communications and commitments (p. 300). Methodology The present research was descriptive-correlational and based on structural equation modelling. A total of 384 secondary school female students in Urmia were selected. To determine the volume of the sample and use the multi-stage cluster random sampling for each hidden measure, 15 observations were selected. Taking into account the 10% drop in the sample, responded to the Illinois Bully Scale (IBS), Narcissistic Personality Inventory (NPI), Machiavellianism personality scale (MACH), Self-Report Psychopathy Scale (SRP-II), Perceived Social Support scale and Iowa-Netherlands Comparison Orientation Measure (INCOM). Tests were performed among 390 people and leaving aside the incomplete and distorted questionnaires, 384 tests were entered into the final analysis. SPSS and Smart PLS software were used in order to analyze the conceptual model, and test the research hypotheses, and statistical inferences. Findings The absolute value of the t-statistic showed that the mediating role of perceived social support from teachers between Machiavellianism and bullying is significant. In addition, the investigation of the absolute value of t-statistic divulged that the mediating role of perceived social support from teachers between narcissism, Psychopathy social comparison and bullying is not significant. The absolute value of t-statistic for the effect of narcissism on bullying, the Machiavellian effect on bullying, the effect of social comparison on bullying, and the effect of social support on bullying indicated that Machiavellianism, narcissism, social comparison and social support have a significant and direct effect on bullying. On the other hand, the absolute value of the t-test showed that Psychopathy does not directly affect bullying. According to the value obtained for GOF (0.370), a suitable and strong fit of the overall model was confirmed. Result The results illustrate that Machiavellianism and narcissism have a direct significant effect on bullying. It would be said that selfishness, deception, abuse of others, emotional coldness, recklessness, and impulsivity, cause disorder in interpersonal relationships and a tendency to behaviours to achieve their goals at any cost. As a result, they act fearlessly, guiltlessly, ruthlessly, and selfishly to increase their superiority through bullying and domination of others. The results exposed that Psychopathy does not have a direct and significant effect on bullying. It might be assumed that females, due to their gender role, show more readiness to accept and apply gender norms and stereotypes. As a result, these norms prevent them from engaging in bullying behaviours. In addition, the social comparison has a direct significant effect on bullying. It could be indicated that if the hierarchical status of the classroom, the success of classmates, and the support of education officials for them, indicate inequality; These conditions, as sources of pressure, cause negative feelings, frustration, anger, depression and loss of self-esteem about oneself; As a result, one engages in aggression and bullying in comparison to people who are in a higher and better position in order to eliminate inequality and despair and in this way, improve self-esteem and reduce anger to prove their power and superiority. Perceived social support from teachers also has a direct significant effect on bullying. Hence, it could be argued that bullying behaviour is caused by various factors such as lack of self-confidence, low social skills, ignoring bullying and lack of support for the victim. Given that girls have a greater desire to perform socially friendly behaviours; Therefore, the more bully and victim students perceive or receive more support from their teachers; Positive communication and attachment to peers, commitment to school rules, sense of self-esteem, understanding and empathy with peers, and self-efficacy are increased in them, and as a result, they are prepared to deal with stressful physical, psychological and social events, such as bullying. On the other hand, teachers' lack of support for students who are victims of bullying and their lack of awareness of the prevalence of bullying in school indirectly legitimizes and increases bullying behaviour in the school environment. The indirect effect of Machiavellianism on bullying is significant due to the perceived social support from teachers. A possible explanation for this finding could be that pessimistic perceptions, mistrust, and rejectionist behaviours of people with Machiavellian personality affect the quality of their interpersonal relationships; So, their circle of social relations is small, which also overshadows their perception of support. As a result, the level of attention and social support of those around them decreases and bullying behaviours increase. The indirect effect of narcissism on bullying is not significant due to the perceived social support from teachers. It can be assumed that the perceived social support from the teacher may not affect superiority, hegemony, or partisanship, and also, it would not reduce their bullying behaviour of them. Additionally, the indirect effect of Psychopathy on bullying is not significant due to the perceived social support from teachers. It would be said that the perceived social support from teachers in these people, has no effect on their selfishness, Affiliation, moral indifference, aggression and bullying behaviour. The indirect effect of social comparison on bullying, due to the perceived social support from teachers in the present study, is also not significant. Although female students may feel that others have a better position than them and receive more social support; However, maintaining and expanding interpersonal relationships is so important for them that it does not affect their perception of receiving social support from the teacher and, as a result, bullying behaviour. | ||
| کلیدواژهها [English] | ||
| dark tried personality, perceived social support, social comparison, bulling | ||
| مراجع | ||
|
احمدی، حبیب. (1394). جامعهشناسی انحرافات. تهران: انتشارات سمت. افخم ابراهیمی، عزیزه.، بیرشک، بهروز و مکنون، ناهید. (1387). شیوههای دلبستگی و ارتباط آن با مدلهای خود و دیگران و صفات شخصیتی دانشجویان دانشکدههای مختلف دانشگاه علوم پزشکی. تازههایعلومشناختی، 10(3)، 44-34. امیرخانلو، فاطمه. (1396). بررسی رابطه بین سبکهای دلبستگی و حمایت اجتماعی با قلدری دانشآموزان دختر سال اول. سومین کنفرانسسراسری دانش و فناوری علوم تربیتی، مطالعات اجتماعی و روانشناسی ایران، تهران. برک، لورا. (1392). روانشناسی رشد از لقاح تا کودکی. ترجمه یحیی سیدمحمدی. تهران: نشر ارسباران. بیرامی، منصور.، هاشمی، تورج.، فتحی آذر، اسکندر و علائی، پروانه. (1392). قلدری سنتی و سایبری در نوجوانان دختر مدارس راهنمایی: نقش کیفیت ارتباط معلم-دانشآموز. روانشناسی تربیتی، 8(26)، 175-151. پیوستهگر، مهرانگیر.، یزدی، سیده منور و مختاری، لیلا. (1391). مقایسه ابعاد خودشیفتگی در دختران نوجوان پرخاشگر و غیرپرخاشگر. مجله علوم رفتاری، 6(2)، 124-119. تاجیک اسمعیلی، عزیزالله و حسنزاده، پرستو. (1393). بررسی خصوصیات مقدماتی روانسنجی مقیاس جهتگیری مقایسه یووا-هلند در زنان و مردان شهر تهران. پژوهشهای روانشناسی اجتماعی، 4(51)، 84-73. چالمه، رضا. (1392). کفایت روانسنجی مقیاس قلدری ایلینویز در دانشآموزان ایرانی: بررسیروایی، پایایی و ساختار عاملی. روشها و مدلهای روانشناختی، 3(11)، 52-39. حاجلو، نادر.، قاسمینژاد، محمدعلی.، جنگی، شهلا و انصار حسین، سروین. (1394). رابطه بین سه جنبه تاریک شخصیت و آزارگری سایبری در دانشجویان کاربر اینترنت. ماهنامه علمی پژوهشی دانشگاه علوم پزشکی کرمانشاه، 19(1)، 31-24. حسنزاده، حسن.، جعفرپور رضایی، میلاد و حسنزاده، حسین. (1399). مدلیابی معادلات ساختاری طرحوارههای ناسازگار اولیه، حمایت اجتماعی و بدتنظیمی هیجانی با قلدری سایبری. دانش انتطامی آذربایجان غربی، 13(84)، 17-1. حسینزاده، علیاصغر.، عزیزی، مرتضی و توکلی، حسین. (1393). حمایت اجتماعی و رضایت از زندگی در نوجوانان: نقش واسطهای خودکارآمدی و حرمت خود. روانشناسی تحولی، 11(41)، 114-103. حسینی، محبوبه.، امیری، شعله.، قمرانی، امیر و سجادیان، ایلناز. (1399). تأثیر برنامه پیشگیری از قلدری الویس بر روابط با همگنان و رفتارهای قلدری کودکان قلدر. پرستاری کودکان، 6(4)، 94-85. خدمتی، نسرین. (1398). نقش سهگانه تاریک شخصیت و دشواری در تنظیم هیجان پیشبینی قلدری دانشآموزان مقطع متوسطه. اولین کنفرانس بینالمللی پژوهشهای نوین در روانشناسی، مشاوره و علوم رفتاری، تهران. رسایی کشوک، زهره.، آهی، قاسم و منصوری، احمد. (1397). نقش سهگانههای تاریک شخصیت در ریسکپذیری رفتاری و بیتفاوتی اخلاقی دانشآموزان پسر. روانشناسی بالینی و شخصیت، 16(1)، 91-83. سیدهاشمی، سیدقاسم.، فریدیان، کبری.، محمودی، حجت.، حسینزاده خانمیری، بهناز.، احمدپور محله، المیرا.، اعزازی، مهری و اعظمی، ابراهیم. (1399). فضای سایبری و گرایش به اعتیاد در نوجوانان: نقش محوری قلدری/ قربانی شدن سایبری و بدتنظیمی روانشناختی. مطالعات روانشناختی، 16(3)، 134-119. شفازاده، احمد. (1398). بررسی نظریه هیرشی در کنترل اجتماعی از دیدگاه قرآن. راهبرد اجتماعی-فرهنگی، 8(33)، 133-109. صمدیفرد، حمیدرضا و نریمانی، محمد. (1396). رابطه بین درک تعامل، حمایت و پذیرش اجتماعی با قلدری در مدارس متوسطه پسرانه. روانشناسی اجتماعی، 5(45)، 94-83. صیدی، ستار و صفارینیا، مجید. (1394). حمایت اجتماعی ادراکشده از خانواده، دوستان و معلمان و ابعاد مختلف شخصیت جامعهپسند. پژوهشهای روانشناسی اجتماعی، 5(71)، 16-1. عبدالهی، معصومه.، دربانی، سیدعلی و سعادتی، نادره. (1400). تجارب آسیبهای دوران کودکی و صفات تاریک شخصیت در زنان: نقش میانجیگری حمایت اجتماعی. روانشناسی زن، 2(3)، 78-67. عطاری، محمد و جگینی، راضیه. (1395). تاریک امّا نه سیاه: پاسخی به زارعی، قربانی و غریبی. رویشروانشناسی، 5(55)، 27-19. کرسوی، سیماسادات و صدوقی، مجید. (1399). رابطه رفتار اجتماعی، شایستگی اجتماعی و ترجیح اجتماعی با رفتار قلدری دانش آموزان: نقش تعدیلکننده جنسیت. پژوهشهای روانشناسی اجتماعی، 38، 20-1. کرمانی مامازندی، زهرا.، نجفی، محمود و اکبری بلوطبنگان، افضل. (1396). مقایسه قلدری، قربانی، نزاع، اضطراب، استرس و افسردگی در دو گروه دختران با و بدون افکار خودکشی. مطالعات اجتماعی روانشناختی زنان، 15(4)، 99-79. محمدزاده، علی. (1388). اعتبارسنجی پرسشنامه شخصیت خودشیفته (NPI-16)در جامعه ایرانی. اصول بهداشت روانی، 11(4)، 281-274. میکاییلی منیع، فرزانه.، صالحی، مجتبی و احمدی خویی، شاهپور. (1395). سهگانه تاریک شخصیت در افراد مجرم و غیرمجرم: خودشیفتگی، ماکیاولیسم و جامعهستیزی. روانشناسی بالینی و شخصیت، 14(1)، 126-113. هاشمی، تورج.، بدری گرکری، رحیم و فاروق، اسماعیلپور. (1397). نقش سبکهای فرزندپروری ادراکشده و اختلال شخصیت مرزی در قلدری سایبری: نقش میانجی همدلی. روانشناسی و روانپزشکی شناخت، 5(2)، 92-81.
Abdollahi, M., Darbani, S.A., & Saadati, N. (2021). Experiences of childhood trauma and dark personality traits in women: The mediating role of social support. Psychology of Woman Journal, 2(3), 67-78. (In Persian) Afkham Ebrahimi, A., Birashk, B. & Maknoun, N. (2009). Attachment styles and their relationship to self and other models and personality traits in students of faculties of university of medical sciences. Advances in Cognitive Science, 10(3), 34-44. (In Persian) Ahmadi, H. (1394). Sociology of deviance. Tehra, Samt. (In Persian) Albayrak, S., Yıldız, A. & Erol, S. (2016). Assessing the effect of school bullying prevention programs on reducing bullying. Children and Youth Services Review, 63, 1-9. Amirkhanlu, F. (2017). Investigating the relationship between attachment styles and social support with bullying of first year female students. Third National Conference on Science and Technology of Educational Sciences, Social Studies and Psychology, Tehran. (In Persian) Asselin, N. (2009). Using general strain theory to understand drug and alcohol use in Canada: An examination of how strain, its conditioning variables and gender are interrelated, Thesis, Queen’s University Kingston, Ontario, Canada. Atari, M. & Chegeni, R. (2016). Dark but not black: A reply to Zarei, Ghorbani, and Gharibi. Rooyesh, 5(2), 19-28. (In Persian) Baughman, H. M., Dearing, S., Giammarco, E. & Vernon, P. A. (2012). Relationships between bullying behaviours and the dark triad: A study with adults. Personality and Individual Differences, 52(5), 571-575. Bayrami, M., Hashemi, T., Fathi Azar, E. & Ala’I, P. (2012). The impact of teacher–student relationship on traditional and cyber bullying among female students of middle schools. Educational Psychology, 8(12), 152-175. (In Persian) Behnsen, P., Buil, J., M. Koot, S., Huizink, A. & Lier, P. V. (2020). Heart rate (variability) and the association between relational peer victimization and internalizing symptoms in elementary school children. Devel. Psychopathol, 32, 521–529. Berk, L. (1392). Development Through the Lifespan. Translated by Yahia Seyed Mohammadi. Tehran: Arasbaran. (In Persian) Boldizar, J. P., Perry, D. G. & Perry, L. C. (1989). Outcome values and aggression. Child Development, 60, 571–579. Boswell, D. M. (1969). Personal crises and the mobilization of the social network. In J. C. Mitchell (Ed.), Social networks in urban situations (pp. 245-296). Manchester, N. Rhodesia: Manchester University Press. Broidy, L. & Agnew, R. (1997). Gender and crime: A general strain theory perspective. Journal of Research in Crime and Delinquency, 3(43), 275-306. Calvete, E. & Connor-Smith, J. K. (2006). Perceived social support, coping, and symptoms of distress in American and Spanish students. Anxiety, Stress & Coping, 19(1), 47-65. Carre, J. R. & Jones, D. N. (2016). The impact of social support and coercion salience on dark triad decision making. Personality and Individual Differences, 94 92–95. Chalme, R. (2014). Psychometric sufficiency of Illinois bullying scale in Iranian students: Validity, reliability, and factor structure. Journal of Psychological Models and Methods, 3(11), 39-52. (In Persian) Cobb, S. (1976). Social support as a moderator of life skills. Psychosomatic Medicine, 38(5), 300-314. Crick, N. R. & Doge, K. A. (1996). Social information -Processing mechanisms in reactive and proactive aggression. Child Development, 67, 993-1002. Cui, K. & To, S. (2019). Migrant status, social support, and bullying perpetration of children in mainland China. Children and Youth Services Review, 107(C), 1-9. Despoti, G., Kokkinos, C. M. & Fanti, A. K. (2020). Bullying, victimization, and psychopathy in early adolescents: The moderating role of social support, European Journal of Developmental Psychology, DOI: 10.1080/17405629.2020.1858787. Di Stasio, M R., Savage, R. & Burgos, G. (2016). Social comparison, competition and teacher- student relationships in junior high school classrooms predicts bullying and victimization. Journal of Adolescence, 53, 207-216. Egan, V. & Bull, S. (2020). Social support does not moderate the relationship between personality and risk-taking/antisocial behavior. Personality and Individual Differences. 163, 110053. Ellwanger, S. J. (2006). Young Driver Accidents and Accidents and Modeling and General Theories of Crime, NewYork: LFB Scholarly Publishing LLC. Espelage, D. L. & Holt, M. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123–142. Espelage, D. L., Meban, S. E. & Swearer, S. M. (2004). Gender differences in bullying: Moving beyond mean level differences. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A Social-Ecological Perspective on Prevention and Intervention. 15–35. Mahwah, NJ: Erlbaum. Fanti, K. A., Demetriou, A. G. & Hawa, V. V. (2012). A longitudinal study of cyberbullying: Examining risk and protective factors. European Journal of Developmental Psychology, 9(2), 168–181. Feldlaufer, H., Midgley, C. & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before, and after transition to junior high school. The Journal of Early Adolescence, 8, 133-156. Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140. Fuhrer, R., Stansfeld, S. A., Chemali, J. & Shipley, M. J. (1999). Gender, social relations and mental health: prospective findings from an occupational cohort (Whitehall II study). Social Science & Medicine, 48, 77–87. Gibbons, F. X. & Buunk, B. P. (1999). Individual differences in social comparison: Development of a scale of social comparison orientation. Journal of Personality and Social Psychology, 76, 129-142. Goodkind, S., Wallace Jr, J. K., Shook, J. J., Bachman, J. & O’Malley, P. (2009). Are girls really becoming more delinquent? Testing the gender convergence hypothesis by race and ethnicity, 1976–2005. Children and Youth Services Review, 31(8), 885–895. Grandeau, C.F., Lee, I. A. & Salmivalli, C. (2014). Inequality matters: Classroom status hierarchy and adolescents' bullying. Journal of Youth Adolescence, 43(7), 1123-1133. Grapsas, S., Brummelman, E., Back, M. D. & Denissen, J. J. A. (2020). The “why” and “how” of narcissism: A process model of narcissistic status pursuit. Perspectives on Psychological Science, 15(1), 150–172. Guo, J., Li, M., Wang, X., Ma, S. & Ma, J. (2019). Being bullied and depressive symptoms in Chinese high school students: The role of social support. Psychiatry Research, 284, 1-8. Hajlo, N., Ghasemi Nejad, M. A., Jangi, S. & Ansar Hossain, S. (2016). Relationship between the dark triad personality and cyber bullying in student internet users. Journal of Kermansha University of Medical Sciences, 1(19), 24-31. (In Persian) Harel-Fisch, Y., Walsh, S. D., Fogel-Grinvald, H., Amitai, G., Pickett, W., Molcho, M. & Craig, W. (2011). Negative school perceptions and involvement in school bullying: A universal relationship across 40 countries. Journal of Adolescence, 34, 639-652. Hasanzadeh, H., Jaafarpour Rezaee, M. & Hasanzadeh, H. (2020). Modeling the structural equations of early maladaptive schemas, social support, and emotional dysregulation with cyberbullying. Quartely Journal of West Azerbaijan Police Science, 13(84), 1-17. (In Persian) Hashemi, T., Badri, R. & Esmaeilpour, F. (2018). The role of perceived parenting styles and borderline personality disorder in cyberbullying: Role mediator of empathy. Shenakht Journal of Psychology and Psychiatry, 5(2), 81-92. (In Persian) Hellstrome, L. & Beckman, L. (2020). Adolescents’ perception of gender differences in bullying. Scandinavian Journal of Psychology, 61, 90–96. Hoseinzadeh, A., Azizi, M. & Tavakoli, H. (2014). Social support and life satisfaction in adolescents: the mediating role of self-efficacy and self-esteem. Developmental Pschology: Iranian Psychologists, 11(41), 103-114. (In Persian) Hosseini, M., Amiri, S., Ghamarani, A. & Sajjadian, I. (2020). Effectiveness of elvis's bullying prevention program on relationships with peers and bullying behaviors of bully children. Iranian Journal of Pediatric Nursing, 6(4), 85-94. (In Persian) Hymel, S., McClure, R., Miller, M., Shumka, E. & Trach, J. (2014). Addressing school bullying: Insights from theories of group processes. Journal of Applied Developmental Psychology, 37(1), 2-9. Iskender, M. & Tanrıkulu, T. (2010). Social support, social comparison and anger. International Journal of Human Sciences [Online]. 7,1. Jang, K., Park, N. & Song, H. (2016). Social comparison on Facebook: Its antecedents and psychological outcomes. Computers in Human Behavior, 62, 147-154. Jonason, P. & Davis, M. D. (2018). A gender role view of the dark triad traits. Personality and Individual Differences, 125, 102–105. Jones, D. N. & Neria A. L. (2015). The dark triad and dispositional aggression. Personality and Individual Differences, 86, 360–364. Keith, S. (2018). How do traditional bullying and cyberbullying victimization affect fear and coping among students? An application of general strain theory. American Journal of Criminal Justice, 43, 67–84. Kermani Mamazandi, Z., Najafi, M. & Akbari Balutbangan, A. (2018). A comparison of bullying, victimization, conflict, anxiety, stress and depression in two groups of girls with and without suicidal ideation. Quarterly Journal of Women's Studies Sociological and Psychological. 15(4), 79-99. (In Persian) Khedmati, N. (2019). The role of darktriads personality and difficulty in regulating the excitement of bullying predicting high school student. The International Conference on New Research in Psychology, Counseling, and Behavioral Sciences, Tehran. (In Persian) Killer, B., Bussey, K., Hawes, D. J. & Hunt, C. (2019). A meta-analysis of the relationship between moral disengagement and bullying roles in youth. Aggressive Behavior, 45(4), 450–462. Korsavi, S. S. & Sadoughi, M. (2020). The relationship between social behavior, social competence, social preference and bullying behavior among students: The moderating role of gender. Social Psychology Research, 38, 1-20. (In Persian) Kramer, R. M. & Tyler, T. R. (1996). Trust in organizations: Frontiers of theory and research. Thousand Oaks, Sage. Liu, D. Z., Hu, T. Q. & Zhang, D. J. (2016). Self-esteem, interpersonal trust and interpersonal relations in youths at middle school. Chinese Journal of Clinical Psychology, 24(2), 349–351. Longobardi, C., Iotti, N. O., Jungert, T. & Settanni. M. (2018). Student-teacher relationships and bullying: The role of student social status. Journal of Adolescence, 63, 1–10. Lotfi, S., Dolatshahi, B., Mohammadkhani, P., Campbell M. A. & Rezaei Dogaheh, E. (2014). Prevalence of bullying and its relationship with trauma symptoms in young Iranian students. Practice in Clinical Psychology, 2(4), 271-276. Mariani, M., Asnarulkhadi, A. S. & Filzah Nashua, Z. A. (2017). Social support and psychological well-being among delinquents in rehabilitation centers in Malaysia. International Journal of Academic Research in Business and Social Sciences, 7(8), 694-701 Michael, K. & Ben-Zur, H. (2007). Risk-taking among adolescents: Associations with social and affective factors. Journal of Adolescence, 30, 17–31. Michaeli Manee, F., Salehi, M. & Ahmadi Khouie, S. (2017). The dark triad of personality in convict and non-convicts: Narcissism, Machiavellianism and Psychopathy. Clinical Psychology & Personality, 15(1), 113-126. (In Persian) Mohammadzadeh, A. (2010). Iranian validation of the narcissistic personality inventory-16. Journal of Fundamentals of Mental Health, 4(44), 274-281. (In Persian) Mohseny, M., Zamani, Z., Akhondzadeh Basti, S., Sohrabi, M., Najafi, A., Zebardast, J. & Tajdini1, F. (2019). Bullying and victimization among students bears relationship with gender and emotional and behavioral Problems. Iran Journal of Psychiatry, 14(3), 211-220. Moon, B. & Alarid, L. F. (2015). School bullying, low self-control, and opportunity. Journal of Interpersonal Violence, 30(5), 839-856 Moskowitz, D. S., Suh, E. J. & Desaulniers, J. (1994). Situational influences on gender differences in agency and communion. Journal of Personality and Social Psychology, 66, 753–761. Mullis, I. V., Martin, M. O., Foy, P. & Drucker, K. T. (2012). International association for the evaluation of educational achievement, Amsterdam, the Netherlands. PIRLS 2011 International Results in Reading. Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9(1), 751–780. Pagliaro, M. J. L. (2009). Survivors of psychopaths: An investigation of victimization experiences, coping, and social support. A thesis submitted to the Faculty of Graduate Studies and Research in Partial Fulfillment of the requirements for the degree Master of Arts Department of Psychology Carleton University. 1-156. Pan, B., Zhang, L., Ji, L., Garandeau, C., Salmivalli, C. & Zhang, W. (2020). Classroom status hierarchy moderates the association between social Dominance goals and bullying behavior in middle childhood and early adolescence, Journal of Youth and Adolescence, 49(11), 2285–2297. Patrick, C. J., Fowles, D. C. & Krueger R. F. (2009). Triarchic conceptualization of psychopathy: Developmental origins of disinhibition, boldness, and meanness. Development and Psychopathology, 21(03), 913-38. Paulhus, D. L. & Williams, K. M. (2002). The dark triad of personality: Narcissism, Machiavellianism, and psychopathy. Journal of Research in Personality, 36, 556-563. Peyvastegar, M., Yazdi, S. M. & Mokhtari, L. (2012). Comparison of narcissism dimensions in aggressive and non-aggressive girl. Jornal of Behavioral Sciences, 6(2), 119-124. (In Persian) Rasaee Kashuk, Z., Ahi, Q. & Mansouri, A. (1397). The role of dark triad of personality in the prediction behavioral risk-taking and moral disengagement of male students. Journal of Clinical Psychology and Personality, 16(1), 83-91. (In Persian) Rueger, S.Y., Malecki, C. K. & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth Adolescence, 39, 47-61. Saidi, S. & Saffarinia, M. (2016). Perceived social support from family, friends, and teachers, and different dimensions of pro-social personality. Social Psychology Research, 5(71), 1-16. (In Persian) Samadifard, H. R. & Narimani, M. (2017). Bullying in high school male students: The role of perception of interaction, support and social acceptance. Journal Social Psychology, 5(45), 83-94. (In Persian) Shafazadeh, A. (2020). An Examination of Hirschi’s Theory of Social Control from the Perspective of the Holy Quran. The Socio-Cultural Research Journal of Rahbord, 8(4), 109-133. (In Persian) Siegel, L. J. (2010) Criminology: Theories, Patterns, and Typologies (tenthed.), Belmont: Wadsworth. Snyder, H. N. & Sigmund, M. (2006). Juvenile offenders and victims. National report. Washington DC, Office of Juvenile Justice and Delinquency Prevention; 2006. Soloff, P. H., Lis, J. A., Kelly, T., Cornelius, J. & Ulrich, R. (1994). Risk factors for suicidal behavior in borderline personality disorder. American Journal of Psychiatry, 151, 1316-1323. Steinbeis, N. & Singer, T. (2013). The effects of social comparison on social emotions and behavior during childhood: The ontogeny of envy and Schadenfreude predicts developmental changes in equity-related decisions. Journal of Experimental Child Psychology, 115, 198–209. Stubbs-Richardson, M., Sinclair, H. C., Goldberg, R. M., Ellithorpe, C. N. & Amadi, S. C. (2018). Reaching out versus lashing out: Examining gender differences in experiences with and responses to bullying in high school. American Journal of Criminal Justice, 43, 39–66. Sutton, J. & Keogh, E. (2000). Social competition in school: Relationships with bullying, Machiavellianism and personality. British Journal of Educational Psychology, 70: 443-457. Tajikesmaeili, A. & Hassanzadeh, P. (2014). The study of psychometric elementary characteristics of Iowa-Netherlands comparison orientation measure in women and men of Tehran city. Social Psychology Research, 4(51), 73-84. (In Persian) Thoits, P. A. (1986). Social support as coping assistance. Journal of Consulting and Clinical Psychology, 54(4), 416-423. Thornberg, R. & Delby, H. (2019). How do secondary school students explain bullying? Educational Research, 61(2), 142-160. Thornberg, R., Wänström, L. & Pozzoli, T. (2017). Peer victimisation and its relation to class relational climate and class moral disengagement among school children. Educational Psychology, 37(5), 524–536. Valls, M. (2022). Gender differences in social comparison processes and self-concept among students. Frontiers in Education, 6, 815619. Retrieved from http://hdl.handle.net/20.500.12162/5487. Van Geel, M., Goemans, A., Toprak, F. & Vedder, P. (2016). Which personality traits are related to traditional bullying and cyberbullying? A study with the big five, dark triad and sadism. Personality and Individual Differences, 1-5. Visconti, K. J., Kochenderfer-Ladd, B. & Clifford, C. A. (2013). Children's attributions for peer victimization: A social comparison approach. Journal of Applied Developmental Psychology, 34, 277–287. UNESCO. (2019). Behind the numbers: Ending school violence and bullying. UNESCO Publishing. Weng, X., Chui, W. H. & Liu, L. (2017). Bullying behaviors among macanese adolescents association with psychosocial variables. International Journal of Environmental Research and Public Health, 14(8), 887. Williams, K. M. & Paulhus, D. L. (2004). Factor structure of the self-report psychopathy scale (SRP-II) in non-forensic samples. Personality and Individual Differences, 37, 765-778. Wolgast, A. & Donat, M. (2019). Cultural mindset and bullying experiences: An eight-year trend study of adolescents' risk behaviors, internalizing problems, talking to friends, and social support. Children and Youth Services Review, 6-54. Zhang, H. & Zhao, H. (2020). Dark personality traits and cyber aggression in adolescents: A moderated mediation analysis of belief in virtuous humanity and self-control. Children and Youth Services Review, 119, 105565. Zhu, X., Wang, F. & Geng, W. (2021). Machiavellianism on quality of life: The role of lifestyle, age, gender, social support. Personality and Individual Differences, 173. Zych, I., Ttofi, M. M. & Farrington, D. P. (2019). Empathy and callous- unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, 20, 3–21. | ||
|
آمار تعداد مشاهده مقاله: 612 تعداد دریافت فایل اصل مقاله: 370 |
||