شبكة المعلومات العربية التربوية

The purpose of this study was to examine bullying and to explore the relationship between self-esteem, peer support, school climate, parenting styles and bullying on the one hand; and self-esteem, peer support, school climate, parenting styles and victimization on the other, among Armenian secondary students in Lebanon. Participants were 465 students from grades 10, 11 and 12, attending Armenian secondary schools in Beirut and its suburbs. The study relied on a self-report method, where participants provided demographic information, and filled in four questionnaires: Rosenberg's Self-esteem Scale, Student School Survey, Parental Authority Questionnaire and Illinois Bully Scale. Results were calculated using analyses of correlation and regression. Results showed that self-esteem, school climate, and the three parenting styles (permissive, authoritative and authoritarian) were significantly correlated with bullying. School climate and authoritative parenting style were significant predictors of bullying. With regard to victimization, self-esteem, peer support, school climate, authoritative and authoritarian parenting styles were significantly correlated with victimization; with self-esteem and peer support being significant predictors of victimization. Victimization was ultimately found to be the most significant predictor for bullying. The results of this study highlight the importance of including school climate and authoritative parenting style variables in bullying prevention programs, and focusing on self-esteem and peer support variables to buffer against victimization when working with Armenian secondary students. (Author's Abstract)