Prevalence of Bullying Behaviors Among Students From a National University in the United Arab Emirates: A Cross-Sectional Study

Investigating factors influencing bullying behavior reduction and gender differences in higher education: A structural equation modeling approach

In recent years, the prevalence of bullying among university students in Indonesia has continued to increase. The consequences of bullying have detrimental effects on the victims, highlighting the importance of finding ways to reduce bullying behavior. However, few studies have explored the factors that can mitigate this behavior among students. Therefore, this paper aims to analyze which determinants significantly affect the reduction of bullying behavior, with a particular focus on gender differences. This research utilizes the Theory of Planned Behavior (TPB) along with theories of parent-child relationships (PCR), teacher-student relationships (TSR), and peer relationships (PR) to explain bullying behavior. The study successfully collected data from 435 students in Riau, Indonesia. The results indicate that PCR and PR are key in enhancing students' attitudes towards bullying. As students' attitudes improve, bullying behavior can significantly decrease. This study successfully developed a research model to reduce bullying behavior. The findings suggest that fostering positive peer interactions and supportive parent-child dynamics are essential. Schools can apply these insights by promoting peer support systems and conflict resolution programs to reduce bullying. This study highlights the critical role of nurturing peer relationships within educational strategies to effectively address bullying behaviors.

Gender differences in acute and perceived stress, bullying, and academic motivation among nursing and midwifery students

BACKGROUND

College-aged students are at risk for experiencing negative events that may influence their future health and life. Those negative events or stressors may vary in type and severity. Stress and bullying are prevalent among nursing students that may affect their academic motivation. Our aim was to examine the gender differences in acute and perceived stress, bullying, and academic, motivation among nursing and midwifery students in Saudi Arabia.

METHODS

A cross-sectional design was utilized in this study to examine 391 nursing and midwifery students in four different universities in Saudi Arabia. The following scales were used to collect data: the college students acute stress scale, perceived stress scale, bullying behaviors in nursing education, and short version of academic motivation scale.

RESULTS

Students reported relatively low acute stress and moderate perceived stress. Students did not generally experience considerable bullying. Only female students reported that they experience significant bullying in form of attacking academic motivation. Academic motivation among participating students were relatively high. Female students reported higher scores than male students on all variables; all differences are statistically significant except for bullying.

CONCLUSION

The findings of this study contribute to the literature on the prevalence of stress and bullying among nursing and midwifery students and their influence on academic motivation. Also, the results provide further evidence to the gender differences in stress, bullying, and academic motivation among them. The study highlights the importance of supporting nursing and midwifery students, specifically female student, by providing supportive and encouraging environment to help them succeed in their study and love their future career.

Role of physical and dentofacial features in bullying among United Arab Emirates schoolchildren and its impact on school performance - A cross-sectional study

BACKGROUND

Bullying has a lasting effect on young, vulnerable minds, especially among school-aged youngsters. With the help of this study, we intended to examine how physical and dentofacial characteristics contribute to bullying among kids and how it affects their academic performance.

METHODS

This retrospective cross-sectional study consisted of a self-reported anonymous, pretested questionnaire divided into three major domains, with due institutional ethical clearance being obtained before the study's commencement.

RESULTS

The study population consisted of 269 schoolchildren, with 49.8% being males and the majority (55.0%) residing in Ajman. Among the schoolchildren, 35.7% reported being victims of bullying. The majority of bully victims (27.1%) skipped school because of bullying. Additionally, 64.3% of the students had a nickname, primarily used by siblings, and approximately half of the bully victims disliked their nicknames. In terms of happiness, 45.0% of students were neither happy nor unhappy in classes, while 10.8% were very unhappy. Outside of school, 56.9% of participants were very happy, and only 1.1% were very unhappy. Most students (58.7%) did not believe that bullying harms their grades, while 19.7% believed it does. Furthermore, 71.7% of students did not experience bullying due to good grades or showing interest in schoolwork.

CONCLUSION

Based on results, physical and dentofacial features in bullying among schoolchildren and its impact on school performance, sociodemographic patterns, and factors associated with bullying victimization highlight the need for targeted interventions and preventive strategies to address this issue. Thus, can create a safe and supportive school environment that promotes the well-being and academic success of all schoolchildren.

Bullying victimization in schools in the United Arab Emirates: a cross-sectional study

BACKGROUND

Despite the implementation of antibullying policies, schools in the United Arab Emirates (UAE) witnessed an increase in bullying prevalence. The aim of our study was to assess bullying victimization in schools in the UAE, types of bullying, and factors and outcomes related to bullying behavior.

METHODS

A cross-sectional survey was conducted in randomly selected private and public schools in Al Ain City. A structured, self-administered questionnaire was used to collect data from students in grades 6-8 (Ages 10-15). We adapted the US CDC 'Bully Survey' for cultural relevance in the UAE through feedback from focus group meetings with teachers. Data analysis, conducted using R software, involved stratified analysis by school type and utilized Chi-Squared and Fisher's exact tests to identify factors associated with school bullying.

RESULTS

The study sample consisted of 723 students of whom 68% were males, and 58% were Emirati nationals. The overall prevalence of bullying victimization in schools was 37%, with 40% in private schools and 35% in public schools. Cyberbullying was more prevalent in private schools (37%). Physical bullying was reported by 20% and verbal bullying by 12%, with a higher prevalence of physical bullying in private schools (24%) and among males (23%). The study's findings showed significant emotional and academic impacts of bullying, including feelings of sadness and learning difficulties, contributing to a rise in school absenteeism.

CONCLUSIONS

The study reveals widespread bullying victimization in UAE schools, mainly in classrooms, with group exclusion and verbal abuse as key forms. It underscores bullying's psychological impact and the greater awareness of parents compared to teachers. The effective intervention strategies should not only involve students, teachers, and school staff, but also actively engage parents by fostering stronger communication channels between schools and families, and providing parents with resources and training to recognize and address bullying. These strategies should aim to create a cohesive network involving the entire school community, thus fostering a safer and more inclusive environment for students. The findings stress the need for inclusive antibullying programs involving the entire school community to foster a safer environment.

The Lived Experiences of Students with Bullying in King Khalid University: A Qualitative Approach Study

Psychological health and physiological health are crucial issues for educational institutes. However, bullying in universities remains a significant social issue that requires a deep understanding from the bully's perspective. This qualitative study investigated students with lived experiences of bullying in two medical colleges at King Khalid University, Abha, Saudi Arabia. Nine male students participated in this study through semi-structured group discussions using open-ended questions. The discussions were transcribed, and the data were thematically analyzed. Four themes were identified: (i) the prevalence of bullying, (ii) bullying experiences, (iii) the institutional policy of bullying, and (iv) factors contributing to bullying. Findings showed that students lacked knowledge of their colleges' anti-bullying policies, and verbal bullying was the prevalent form of bullying in interactions among students and between students and lecturers. In addition, cyberbullying was extended to digital platforms, as indicated by a number of participants. The participants also highlighted the significance of anti-bullying policies, believing that better awareness would empower students to address bullying more effectively. Recommendations were made for universities to implement anti-bullying policies and ensure their visibility to assist students in dealing with bullying situations.

The Relationship between Campus Bullying and Depression: The Mediating Role of Personality

BACKGROUND

School bullying and depression have a great negative psychological impact on college students, and personality analysis is the key to the detection of psychopathological states. Therefore, this study aimed to explore the mediating effect of personality on depression and school bullying in college students.

METHOD

This cross-sectional study investigated the bullying situation in colleges and universities by using the Olweus Scale, the Self-Rating Depression Scale (SDS) and the Eysenck Personality Questionnaire. The participants were 1200 college students. Spearman correlation analysis was used to analyze the data and the mediating effect of exposure, and the mediating effect was tested.

RESULTS

Spearman correlation analysis showed that bullying experience was associated with introversion (r = 0.702), neuroticism (r = 0.219) and depressive symptoms (r = 0.600), but was negatively correlated with extraversion (r = -0.537). Depressive symptoms were positively correlated with neuroticism (r = 0.279) and introversion (r = 0.611), but negatively correlated with extraversion (r = -0.469). In relationship between bullying and depression, neuroticism showed positively partially mediating effect and mediating effect ratio was 4.39% (β = 0.161, p < 0.05), and introversion had an obvious mediating effect and the ratio was 40% (β = 0.611, p < 0.001). Otherwise, extraversion partially mediated between campus bullying and depression adversely and mediating ratio is 8.75% (β = -0.359, p < 0.05).

CONCLUSION

Campus bullying is significantly associated with depression and personality, and personality has a remarkable mediating effect in campus bullying and depression.

Knowledge, attitude and psychological impact of cyberbullying among adolescents. A cross-sectional study

Purpose

To identify the awareness, behaviour and psychological impact of cyberbullying among adolescent.

Method

A Cross-sectional questionnaire-based study conducted on secondary school students from grades 9-12th. The study got approval from the Institutional Research Board. The Inclusion criterion was school students of all nationalities who were willing to participate. Signed informed consent signed was taken. We used a P value of < 0.05 and a 95% confidence interval (CI).

Result

Out of 513 enrolled, 450 completed the survey (response rate 87.7%). Age ranged between 13 to 20 years of them 303 (67.3%) were female. Awareness of cyberbullying was 96.2%. The prevalence of cyberbullying among adolescence was 22.2% (95% CI: 18.89-26.93). 42% of Victims reported cyberbully event leading to stoppage in 78.6% of cases. Most of the victims reported to their parents followed by friends then cyber helpline or Police. Characteristics of perpetrators were males, below-average academic performance and social relations, from same batch, and had emotionally unstable personalities. Association of being a victim does not relate to their Age, gender, grade, or parent's education but relate to their nationality (P < 0.001) and being younger siblings (P < 0.027). Association between event reporting and gender was not significant (P < 0.859). Association between worsening social relationships (teachers and parents) (P < 0.001), feeling neglected (P < 0.001), personality type (agreeableness and emotional instability) (P < 0.016) and being a Cyberbully victim was statistically significant. Association of depression and anxiety with being a cyberbully victim was statistically significant (P < 0.001) and directly proportional to the severity.

Conclusion

High rate of awareness and Low prevalence of cyberbullying was found among adolescence. High risk of psychological problems was reported and a good social relationship (teachers and parents) was an important protective factor from it.

Prevalence of bullying and its impact on self-esteem, anxiety and depression among medical and health sciences university students in RAS Al Khaimah, UAE

Bullying and peer victimization among medical and health sciences students is a public health issue. This is owing to its detrimental impact and greater risk of psychiatric diseases and psychopathology in childhood, adolescence, and adulthood. As a result, a descriptive cross-sectional research study was conducted to investigate the prevalence of bullying and its influence on self-esteem, anxiety, and depression among medical and health sciences university students in RAS Al- Khaimah, United Arab Emirates. Approximately 369 students from MBBS, BDS, B Pharm, and BSN colleges were selected. The instruments included sociodemographic questions, bullying queries, the Rosenberg Self-Esteem Scale, and the Primary Care Anxiety and Depression Scale. Participants averaged 21.49 ± 2.95. 34.1 % of medical students were bullied. 44.4 % of individuals were called insulting names, making verbal bullying the most common method. The linear regression analysis of bullying data shows that girls (53.2 %) are bullied more than boys (46.8 %). Bullied individuals had a mean score of 43.30 ± 19.74, indicating a higher rate of depression and anxiety. Bullied students had a mean score of 44.62 ± 9.94, indicating lower self-esteem. Significant differences were observed in relation to bullying when considering the variables of the university year, mother's education, and previous experience of bullying (P = 0.002, 0.038, 0.001). It is imperative that universities establish comprehensive protocols to identify instances of such behaviour and provide necessary assistance to victims and their families.

The State of Academic Bullying Among Medical Students in Tanzania: Prevalence, Forms and Associated Factors. A Cross-Sectional Study

Introduction

Academic bullying is prevalent in medical schools due to their unique study settings. Globally, the prevalence of academic bullying is increasing markedly; it ranges from 27% to 99.1%. However, the extent, forms, and associated factors of academic bullying among medical students in Tanzania are unknown.

Objective

To determine the prevalence, forms, and factors associated with academic bullying among medical students in Tanzania.

Methodology

This was a cross-sectional study among medical students in 10 medical schools in Tanzania using an online structured questionnaire. Statistical analysis included the use of frequencies, percentages, chi-square and univariate logistic regression at 95% confidence intervals (CIs) and significance at p-value <0.05.

Results

The study included 427 medical students. Majority (71.7%) of the medical students were in their clinical years. Among the participants, 80.8% had heard of academic bullying in medical school. Prevalence of academic bullying was 34.7% while 28.7% had a secondary experience. It was more common in clinical rotation settings (65.4%). Verbal abuse was the most common form of bullying. Factors associated with academic bullying included age, sex, marital status, religion, class category, year of study, presence of mentorship programs, having a mentor or not, presence of bullying reporting system, friendliness of bullying reporting system and students perceived overall rating of the learning environment.

Conclusion

Despite being relatively low compared to most countries, the prevalence of academic bullying among medical students in Tanzania is potentially of both medical education, career prosperity and mental health concern especially among medical students. Collaborative efforts among national respective authorities, medical schools and students are crucial in prevention and control of academic bullying practice.

Phone addiction, cyberbullying, and mental health amongst young adults in the United Arab Emirates: a cross-sectional study

BACKGROUND

Smartphone addiction is a common phenomenon worldwide and within the UAE. It is related to many factors, including gender and ethnicity, and can lead to mental health disorders, such as anxiety and depression. This study investigates these factors concerning smartphone addiction among young adults in the UAE.

METHODS

421 participants answered a questionnaire of validated and reliable scales measuring smartphone addiction, cyberbullying experiences, mental health, and demographic information. The average age of the participants was 21 years, and the age groups were divided into two groups. Group 1 consists of participants who are 20 years or younger, and group 2 consists of participants aged 21 or older.

RESULTS

There was a positive correlation between smartphone addiction with both anxiety and depression. A positive correlation was also found between cyberbullying victims, anxiety, and depression. Females were found to have higher levels of anxiety and smartphone addiction in comparison to males.

CONCLUSION

Smartphone addiction is a problem that connects to disorders like anxiety and depression. Conversely, cyberbullying is not directly related to smartphone addiction but is also strongly related to anxiety and depression.