BIBLIOGRAPHY

https://www.ditchthelabel.org/bullying-
101/?gclid=EAIaIQobChMI0M7_9Zrg3wIVBgmRCh3FDAdXEAAYASAAEgId6PD_BwE

https://www.stopbullying.gov/what-is-bullying/index.html

https://files.eric.ed.gov/fulltext/EJ1144634.pdf

https://www.sciencedirect.com/science/article/pii/S1517758017300218

http://disadvantagesofsocialcommunicatio.blogspot.com/2016/11/disadvantages-of-bullying.html

https://umanitoba.ca/faculties/education/media/Bennett-09.pdf

https://www.scirp.org/journal/PaperInformation.aspx?PaperID=81190

https://www.coursehero.com/file/p3thhb73/Chapter-II-Review-of-Related-Literature-and-Studies-
Bullies-are-often-people/
 CHAPTER II

REVIEW OF RELATED LITERATURE

BULLYING

Bullying: Bullying is defined as “repeated acts of unprovoked aggression that are damaging

psychologically or physically for the victim, and where the strength of the aggressor/s and the

victim is unequal” (Jankauskiene et al., 2008, p. 46). Bullying is a form of aggression in which

there is no imbalance of power between the bully and the victim that occurs mostly in peer

group context (Mishna, 2003). Bullying is one of the most evident problems that children face

in education system; in addition, it is one of the most important health risks (Raskauskas &

Modell, 2011, p. 64). Bullying is perceived as serious problem in schools in these days (Rose

& Monda-Amaya, 2011, p. 4). Educators understand bullring’s dynamics and consequences in

addition to what they can do to support students in such situations (Allen, 2010). Bauman

(2006) indicated that bullying phenomenon has three components: as follows: first, there must

be an intention to harm; second, it is necessary that it happens many times; and finally, it needs

to be no balance power between perpetrator and the victim. School bullying is defined as a

form of violence that harms others and it occurs at school or during various activities when a

student or group of students uses their strength in hurting other individuals or other groups.

The basis of bully’s strength is either physical strength or their age or financial situation, or

social level or technological skills (Quiroz et al., 2006). School bullying is considered as

“aggressive behavior which mostly usually contains no equivalent power between the bully

and the victim, and occurs many times over the time”. There are many forms of bullying such
as physical abuse, verbal abuse and threats of non-verbal communication. Bullying also

includes the use of modern communication means for sending various messages of confusing

and threatening. Bullying is referred to frequent aggressive behavior made by one bully or

more bullies. Bullying also in occurred when a student is teased frequently in a way student

does not like (Omoteso, 2010). Bullying is deemed as common increasing problem in every

society and schools. Bullying occurs in any time and it has negative impacts mainly on

students’ academic, emotional and social development during school period (Kartal & Asude,

2009). Bullying in schools has many and different causes, in this regard Omoteso (2010)

indicated that characteristics of personality and typical reaction patterns, all together combined

with physical strength or weakness level in boys, can help in explaining bullying problems

development in individual students. In addition to environment impacts, such as teachers’

attitudes, behaviors and supervisory routines which play an important role in determining such

problems in school? In addition, parents have great impact in this concern so if they use

aggression as a way of meeting their needs, or use harsh or aggressive methods of discipline

shall have children who engage in aggression or bullying Omoteso (2010)

TYPES OF BULLYING

 Verbal bullying is saying or writing mean things. Verbal bullying includes:

o Teasing

o Name-calling

o Inappropriate sexual comments

o Taunting
 o Threatening to cause harm

 Social bullying, sometimes referred to as relational bullying, involves hurting someone’s

reputation or relationships. Social bullying includes:

o Leaving someone out on purpose

o Telling other children not to be friends with someone

o Spreading rumors about someone

o Embarrassing someone in public

 Physical bullying involves hurting a person’s body or possessions. Physical bullying

includes:

o Hitting/kicking/pinching

o Spitting

o Tripping/pushing

o Taking or breaking someone’s things

o Making mean or rude hand gestures

IMPACT OF BULLYING ON ACADEMIC ACHIEVEMENT

Cynthia (2014) analyzed bullying impact on student’s performance either in short or long term.

She found that there are differences in relationship between bullying level and academic

performance depending on student´s academic achievement. Nadine (2014) investigated bullying

impact on student’s ability to academically succeed. Nadine found that bullied students have feel

of fear from coming to school because they feel that they are unsafe; therefore, they are unable to
concentrate which reelect negatively on their academic success. Mundbjerg et al. (2014) analyzed

the relationship between bullying in elementary school in Denmark. They found that bullied

students have lower academic achievement in 9th grade and bullying impacts are larger if it is

more severe. Placidius (2013) found that physical bullying was perceived as a dominant bullying

element. Boys prefer to be bullies more than girls. Poor academic performance was as impact of

bullying. Mehta et al. (2013) found that when students feel that bullying is a phenomenon in their

school, they feel that they are unsafe which reflected on less engaged in school community.

Therefore, they have less motivation to do well at school and they do not participate in school

activities. Bullying affects student’s academic achievement in various ways. Ammermueller

(2012) found that being bullied has a significantly negative impact on present and future students’

performance in school Brank et al. (2012) indicated that bullying victims are weak, shy, and

anxious. They added that victims’ performance is poor in school and seek to avoid attending school

classes for the purpose of avoiding victimization. Victimization experiencing can lead to poor

academic performance and leading to absenteeism. Skapinakis et al. (2011) found that victims

were more likely to report suicidal thoughts than were bullies. Juvonen, et al. (2011) said that

bullying experiences affect victims’ academic achievement in both direct and indirect ways. So

bullied student by his peers may become worried and afraid of being teased, therefore he may stop

participating in class or may has e trouble in concentrating on class work because of fear. They

added that students who are often subject to be bullied by their peers during school period have

less engagement at school and poor grades. Konishi et al. (2010) confirmed that interpersonal

relationships within school environment influence academic achievement. Roman and Murillo

(2011) found that aggression in schools has a negative effect on academic achievement in Latin

America. They affirmed that students who have been physically or verbally abused perform less.
Marcela and Javier (2011) found that bullying is a serious problem throughout Latin America they

indicated that; students who suffer from their peer’s aggression have lower performance in reading

and math than those who do not; and students who are in classrooms with more physical or verbal

violence perform are worse than those in less violent classroom settings. Konishi et al. (2010)

found that school bullying affects negatively academic achievement. Chaux et al. (2009) argued

that ten to fifteen percent of adolescents worldwide are bullied two or more times a month.

Skrzypiec (2008) found that third of students who had been seriously bullied reported having

serious difficulties in concentrating and paying attention in class because of bullying.

NEGATIVE OUTCOMES OF BULLYING TO THE ACADEMIC PERFORMANCES

Most of the studies claim that bullying leads to poor academic performance6and lower

incomes after school completion (Le et al., 2005, Kosciw et al., 2013, Ponzo, 2013, Kibriya et al.,

2015). According to Boulton and Underwood (1992)some aspects that may explain these results

of worst outcomes in terms of academic success are the following: bullying victims have a higher

tendency to report unhappiness and loneliness at school, as well as reporting having fewer close

friends. In addition, another study done by Kumpulainen et al. (2001), Fekkes et al. (2006) showed

that victims of bullying are more likely to develop new psychosomatic and psychosocial problems

compared to children who were not bullied, therefore difficult time to deal with loneliness, anxiety

and depression, which can be related to academic performance with the expected struggles students

might have when facing such challenges. Besides concerns regarding the over selection and

indigeneity bias, students’ performance might also get affected by peer effect environment both

inside and outside school. According to Kibriya et al. (2015) it is possible that a student has a

lower academic performance because of being a victim of bullying, or the likelihood of a student
being bullied is higher due to worst academic performance itself. Ponzo (2013) attempted to solve

the reverse causality problem by employing a non-parametric method, in the case, the author used

Propensity Score Matching. Using only a linear regression analysis may underestimate or

overestimate the effect of bullying.

THE EFFECTS OF BULLYING

Any student can be the target of bullying. One out of 5 students report being a victim of bullying

at some point (National Educational Statistics, 2016). Students who are bullied have increased

school avoidance, decreases in grades, and difficulties with learning. These students often suffer

from sleep difficulties, headaches and stomachaches, and mental health issues such as anxiety and

depression. Students who are frequently bullied are two times more likely to have suicidal ideation

or attempts (Gini & Espelage, 2014). Students who are bullies also have long-term issues such as

academic problems, substance use, behavioral issues, and problems with the law. They are less

likely to obtain meaningful employment and often struggle with independence and relationships

as adults. A student with a developmental disability is 2-3 times more likely to be a target of

bullying than their peers (Marshall, Kendall, Banks, & Gover, 2009). Section 504 of the

Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act state that bullying

based on disability can be considered harassment and is illegal (U.S. Department of Education,

2016).

DISADVANTAGES OF BULLYING

Its hurtful, it’s always repeated, it is hard for the one who is being bullied to stand up for

themselves. Spreads day to day life can cause risk of depression and suicide. Not wanting to go

to school. Your grades and performance will drop. Skipping school.

 Self-esteem issues

 Complaints of illness

 Use of alcohol and drugs

There is loads of disadvantages of bullying which can affect someone life and can cause a lot of

problems. Bullying can happen anywhere such as cities, suburbs or rural towns it all depends on

the environment, some groups such as lesbian, gay, bisexual or transgendered (LGBT) youth,

youth with disabilities, and socially isolated youth.

Children at risk of being bullied:

 Children can get bullied by being overweight or underweight, or wearing glasses

 Children might not be weak or unable to defend themselves.

 Children can get depressed, anxious or have low self-esteem.

 They might be less popular than others and have few friends.

Children might not get along well with others; they might be seen as annoying or provoking.

If a child has these risks, it doesn't mean they will get bullied.

Children more likely to bully others:

There is two types of kids who are more likely to bully others:

Some may have a connection to people, have a social power, are overly concerned about their

popularity, and like to be in charge of others. While Others can be more isolated from people and

may get depressed or anxious, have a low self-esteem, be less involved in school, can be easily

pressured by people, or not identify with the emotions or feelings of others.

Children who have these factors are more likely to get bullied: (Shannon Walker, 2016)
BULLYING BEING THE MAJOR BARRIER TO THE STUDENTS LEARNING

Why Kids Bully and How Bullies Differ;

Many underlying factors can lead to acting out or externalizing behavior. Those who bully tend

to come from homes where problems are handled by physical punishment and physically striking

out. This is frequently paired with caretaking that lacks warmth and empathy. From a

motivational perspective, the roots are in experiences that threaten one's feelings of competence,

self-determination, or relatedness to others or that directly produce negative feelings about such

matters. What causes acting out behavior to take the form of bullying is unclear. Initially,

bullying behavior may be "modeled" and/or encouraged by significant others (e.g., imitating

family members or peers). Over time, it is likely that bullying develops because a youngster (1)

finds the aggression enhances feelings of competence, self-determination, or connection with

valued others and (2) perceives the costs of bullying as less than the "benefits." Some bullies

seem to use the behavior mostly as a reactive defense; others seem to find so much satisfaction in

the behavior that it becomes a proactive way of life. Unfortunately, much of the current literature

on interventions to address bullying focuses on the behavior, per se. Too little attention is paid to

underlying causes. Relatedly, there is little discussion of different types of bullying. And,

solutions are often narrow programs (usually emphasizing only skill development), rather than

comprehensive approaches to prevention and intervention. When different types of bullying are

considered, it helps interveners to differentiate how best to approach the problem. In particular,

understanding the causes of the behavior helps place discussion of social/prosocial skills in

proper context. Such understanding underscores that in many cases the problem is not one of

undeveloped skills, and thus, the solution in such instances is not simply skill training. Indeed,
the central task confronting the intervener often is to address motivational considerations. This

encompasses the underlying motivation for not using already developed skills and/or finding

ways to enhance motivation for acquiring and practicing under-developed skills.

FOREIGN STUDIES OF BULLYING: A MAJOR BARRIER TO THE STUDENTS

LEARNING

Although aggression is one of the elements of bullying, not all violence or aggressive actions in

school can fall under this category. For bullying to occur, Olweus (1993) mentioned that a student

must be repeatedly exposed to negative behavior of his/her peers. Moreover, the perpetrator must

have a deliberate intention to harm the victim and the latter should have limited power to fight

back (Nansel et al., 2001; Olweus, 1993) . Without the power imbalance between the aggressor

and the victim as well as regularity of the aggressive act, a negative action done by one child to

another cannot be considered as bullying; rather, it will fall under violence or aggression (Olweus,

1993) .

Bullying is categorized into four types, namely: physical, verbal, cyber, and relational. Physical

bullying includes all forms of physical harm done on the victim such as kicking, shoving,

punching, and the like. Verbal bullying is usually in the form of derogatory remarks or insults

hurled at the target. This may include but not limited to name-calling, taunting, teasing in a hurtful

way, and making fun of the individual (Berger, 2007; Wang, Iannotti, & Nansel, 2009) . Relational

bullying involves social seclusion. It may be done in the form of spreading rumors and lies about

the victim in order to make others avoid socializing with him/her (Wang et al., 2009) .

Cyberbullying, on the other hand, occurs electronically, and has proven to be more damaging

because it often relates to victims’ depressive state, delinquent behavior and substance
abuse (Mitchell, Ybarra, & Finkelhor, 2007) as well as suicidal thoughts and suicide

attempts (Hinduja & Patchin, 2010) .

In Asia-Pacific, the most common type of school bullying was verbal, e.g., “being made fun of”

or “being called names” (Chen, 2015; Lai, Ye, & Chang, 2008) . A similar study in South America

also found verbal bullying as the most pervasive school bullying experience of youngsters (Silva,

Pereira, Mendonca, Nunes, & de Oliveira, 2013) . However, in Egypt and Ghana, physical assaults

were the most common form of bullying among students (Wilson, Dunlavy, & Berchtold, 2013) .

The same was true for Singaporean children in one study (Kwan & Skoric, 2012) . Cyberbullying,

though becoming controversial recently with a number of youth suicides, was said to be less

prevalent than that of traditional or face-to-face bullying (Chen, 2015; Gofin & Avitrzour,

2012; Lapidot-Lefler & Dolev-Cohen, 2015; Modecki, Minchin, Harbaugh, Guerra, & Runions,

2014) .

As to involvement in school bullying, high rate of victimization of at least 40% was often reported

by African countries (Kubwalo, Muula, Siziya, Pasupulati, & Rudatsikira, 2013; Owusu, Hart,

Oliver, & Kang, 2011; Siziya, Rudatsikira, & Muula, 2013) . In the Philippines, two studies

conducted by foreign researchers in 2008 showed different results. In one study, the prevalence

rate was 35.5%(Rudatsikira, Mataya, Siziya, & Muula, 2008) while in another it was 85.5% (Lai

et al., 2008) . However, in a research conducted by Fleming and Jacobsen (2009) involving 19 low

and middle income countries in which Philippines was included, prevalence rate in the country

was only 37.1%, or a lot closer to that found by Rudatsikira et al. (2008) . As to cyberbullying,

Australia showed to have a high number of incidence rate in the youngsters’ lifetime at 27% (Cross

et al., 2012) , Japan at 18%(Aoyama, Utsumi, & Hasegawa, 2012) , the US at 17% (Bauman,

2012) , and South Korea at 12%(Tippett & Kawk, 2012) . Respondents for these studies ranged
from grade 5 to 11. It should be noted that these are just glimpses of the pervasiveness of bullying

in the countries mentioned and may not be true for the whole nation.

Bullying research has also shown that victimization was found to be higher than perpetration. For

example, in one study in Romania which used self-re- ports, it was found out that 40.5% of 264

students surveyed indicated that they were victims of school bullying and only 33.8% admitted

that they had bullied others (Belden-Galea, Jurcau, & Tigan, 2010) . The same was true for

sampled students in Turkey (Arslan, Hallett, Akkas, & Akkas, 2012; Tayli, 2013) .

With regard to gender differences in school bullying experience, several studies have shown that

boys were more involved as perpetrators and victims than do girls (Berger, 2007; Caravita, Gini,

& Pozzoli, 2012; Cosma & Baban, 2013; Jansen et al., 2012; Khamis, 2015; Siann, Callaghan,

Glissov, Lockhart, & Rawson, 2006; Silva et al., 2013; Tayli, 2013; Wang et al., 2009; Wu et al.,

2015) and were more likely to be victims of direct form of bullying such as physical fights (Cheng

et al., 2010; Jansen et al., 2012; Lai et al., 2008; Shujja et al., 2014; Silva et al., 2013; Uwusu et

al., 2011) while girls were more likely to experience relational bullying (Cheng et al., 2010; Silva

et al., 2013) .

LOCAL STUDIES OF BULLYING: A MAJOR BARRIER TO THE STUDENTS

LEARNING

Bullies are often people who have been bullied or abused themselves. Sometimes they are

experiencing life situations they cannot cope with, that leave them feeling helpless and out of

control.” (TktTuder, 2000). This kind of people are frustrated and stressed as well, because this

feeling of anxiety provokes them to bully or hurt others to release the frustration that they feel.
Also people who are bully have such big pride which makes them boastful and careless towards

others. “Bullies can suffer long-term effects of bullying if their behavior is not addressed.

Compelling research confirms that bullies are twice as likely as their peers to have criminal

convictions and four times more likely to be multiple offenders.” (Abel,2010). Sometimes a

bully can actually hate the way they treat their victims but somehow feel justified in doing so

since they are abused by others as well. This feeling tends to override the feeling of empathy

which makes for a psychological mess for the bully. Feeling conflicted about their behavior is

also a source of stress that makes them want to bully more. If a bully is not stopped and treated

then the chance of them stopping and becoming a different and healthier person is very slim and

their behavior will continue into adulthood, affecting the type of life they lead. According to a

site Thera vive. com, “Many victims need counselling to come to grips with the bullying and to

help rebuild their lives as bullying can lead to depression,