KONTROL DIRI DAN PERSEPSI TERHADAP IKLIM SEKOLAH DENGAN PERILAKU BULLYING PADA SISWA

Fiki Febrian Dwi Prasetya
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Abstract

The rise of bullying cases in schools is very worrying, especially for victims who often receive bullying committed by their own friends. Individuals who often receive bullying at school experience a number of psychological disorders such as anxiety, loneliness, feeling worthless and feeling unacceptable by their peers. Each individual has a mechanism that can help regulate and direct behavior called self-control. The purpose of this study was to determine the relationship between self-control and perceptions of school climate with bullying behavior. Subjects totaled 205 junior high school (SMP) students, sampling using purposive sampling technique. The data collection method used is a Likert scale instrument which has been tested for validity and reliability with Cronbach's Alpha coefficient of self-control 0.904, school climate 0.949 and bullying behavior 0.961. The data obtained were analyzed using regression analysis. The results showed that there was a relationship between self-control and perceptions of school climate with bullying behavior, the F value was 121.059 (p <0.01), so the third hypothesis was accepted. The effective contribution of self-control and school climate perceptions to predict bullying behavior in students was 54.5%, while the remaining 45.5% was influenced by other factors which were not examined in this study. This research is expected to be useful in knowing what predictors are the factors that have a relationship with bullying behavior, so that it can be used as a reference for taking intervention actions to reduce bullying behavior in students
自我控制和对学校气候的感知与欺负学生的行为
校园欺凌案件的增加非常令人担忧,尤其是那些经常受到自己朋友欺凌的受害者。经常在学校受到欺凌的人会经历一系列心理障碍,如焦虑、孤独、感觉自己毫无价值、不被同龄人接受。每个人都有一种机制可以帮助调节和指导被称为自我控制的行为。本研究的目的是为了确定自我控制和校园气氛感知与欺凌行为之间的关系。调查对象为205名初中生,采用目的抽样方法进行抽样。数据收集方法采用李克特量表,采用Cronbach’s Alpha自我控制系数0.904、学校氛围系数0.949、欺凌行为系数0.961进行了效度和信度检验。对所得数据进行回归分析。结果显示,自我控制、校园气氛感知与霸凌行为存在显著相关,F值为121.059 (p <0.01),接受第三个假设。自我控制和学校氛围感知对学生欺凌行为的有效贡献为54.5%,其余45.5%受其他因素的影响,本研究未对这些因素进行研究。期望本研究有助于了解与欺凌行为相关的因素有哪些预测因子,从而为采取干预措施减少学生的欺凌行为提供参考
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