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Causal Modeling of Bullying-related Behaviors based on the Experience of Child Abuse the Mediating Role of Emotional Safety
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Mahsa Mahboob *    , Sajjad Basharpour , Nader Hajilou , Elham Anbari , Habibeh Salvat |
| Department of Psychology, Faculty of Educational and Psychology, Mohaghegh Ardabili University, Ardabil, Iran , mahsaamahboob@gmail.com |
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Abstract: (858 Views) |
Background & objectives: The purpose of this study was to model the causal behaviors related to bullying based on the experience of child abuse mediating the role of emotional security.
Methods: Method of this research was correlational. The statistical population of this study included male high school students in Ardabil city in the academic year of 97-98 in which 385 people were selected as a statistical sample by cluster random sampling. Bernstein's Child abuse (CTQ) and Emotional Security Questionnaires were used to collect data. Data were analyzed using structural equation modeling using AMOS22 and SPSS22 software.
Results: The results of the study were in line with the hypotheses that showed child abuse (p<0.05) had a positive effect and emotional security (p<0.05) had a negative effect on bullying-related behaviors. Also, the fit of the proposed model has a good fit and the variable power of emotional security in mediating the impact of child abuse on bullying-related behaviors was confirmed.
Conclusion: According to the results, parents should be aware of the devastating consequences of child abuse on their children's mental and physical health and the importance of emotional security and safety in their children's healthy development, to prevent and reduce bullying-related behaviors. Teachers and school officials should also be aware of bullying and related behaviors to reduce and prevent harmful effects on students.
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Article number: 4 |
| Keywords: Bullying-related Behavior, Child Abuse, Emotional Security, Students |
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Full-Text [PDF 667 kb]
(428 Downloads)
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Type of Study: article |
Subject:
Psychology-psychiatry
Received: 2022/05/3 | Accepted: 2022/07/2 | Published: 2022/07/15
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