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Wyświetlanie 1-2 z 2
Tytuł:
Bullying, Mobbing and Bossing as the Types of Violence in Schools
Autorzy:
Kariková, Soňa
Šimegová, Miroslava
Powiązania:
https://bibliotekanauki.pl/articles/28765631.pdf
Data publikacji:
2005-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Bullying
mobbing
bossing
violence
school setting
Opis:
This contribution deals with the problems of violence at schools and has mainly a theoretical character. We would like to focus on an essential term definition that will be supplemented with some research findings. Currently, violence at schools is concentrated mainly on bullying among students as repeated, intentional and violent behaviour oriented on other student or students, who have no capability or power to resist this behaviour. Mobbing is relentless and systematic vilification of other colleague or colleagues, intriguing and conspiring, smearing in a work group. Bossing is psychological terror in the workplace, when a superior – boss, bullies one or some employees. In Slovakia, the violence problem at schools is not altogether solved. All three violence types (bullying, mobbing and bossing) have one common attribute of negative consequences on victim’s physical and mental health. The school setting creates some possibilities for bullying, mobbing and bossing, too.
Źródło:
The New Educational Review; 2005, 7; 79-95
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Moral Competence, Personality, and Demographic Characteristics: A Comparative Study
Autorzy:
Karamavrou, Sofia
Mouratidou, Katerina
Evaggelinou, Christina
Koidou, Irini
Parisi, Ioanna
Powiązania:
https://bibliotekanauki.pl/articles/781467.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
morality
personality factors
physical education
school setting
Opis:
The development of moral competence is affected by both internal and external factors and has been researched by many scientists. The present study investigated a) whether the five factors of personality, gender and geographical area would affect ones’ moral competence, b) whether the personality factors Openness to Experience, Conscientiousness and Agreeableness would be correlated positively with moral competence in everyday life, whereas Extraversion and Neuroticism would be correlated negatively with morality, c) if there will be differences in students’ moral competence exhibited in everyday life and that expressed in PE/sports framework and d) whether type of school, factors of personality, as well as moral competence exhibited in sports-framework would all be significant factors for the interpretation of a student’s moral competence. The sample consisted of 331 junior high students (7th and 8th graders) (Mage = 12.47, SD = 0.740), who were given the Moral Competence Test Greek Version (Mouratidou et al. 2003), the Moral Judgment Test in Physical Education(Mouratidou et al. 2008), and the Inventory of Child Individual Differences (Besevegkis & Pavlopoulos 1998). The results indicated that of the five-factor personality model only Conscientiousness can affect moral reasoning ability in everyday life and that the type of school can account for less than 5% of variance when predicting moral competence in high school students.
Źródło:
Ethics in Progress; 2016, 7, 1; 136-151
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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