Projects / Programmes source: ARIS

The role of social context in bullying: promoting inclusive school by shaping positive peer culture

Research activity

Code Science Field Subfield
5.09.00  Social sciences  Psychology   

Code Science Field
5.01  Social Sciences  Psychology and cognitive sciences 
bullying; inclusive school; peer relations; popularity; social goals, adolescents; social and emotional learning in school; multilevel modeling; social networks analysis, focus groups; guidelines for prevention and intervention programs
Evaluation (rules)
source: COBISS
Data for the last 5 years (citations for the last 10 years) on September 25, 2023; A3 for period 2017-2021
Data for ARIS tenders ( 04.04.2019 – Programme tender, archive )
Database Linked records Citations Pure citations Average pure citations
WoS  258  3,731  3,272  12.68 
Scopus  306  4,282  3,784  12.37 
Researchers (20)
no. Code Name and surname Research area Role Period No. of publicationsNo. of publications
1.  10503  PhD Karin Bakračevič  Social sciences  Researcher  2021 - 2023  351 
2.  28405  PhD Marko Gosak  Natural sciences and mathematics  Researcher  2021 - 2023  277 
3.  37830  Marina Horvat  Social sciences  Researcher  2021 - 2023  74 
4.  23316  PhD Katja Košir  Social sciences  Head  2021 - 2023  493 
5.  28361  PhD Ana Kozina  Social sciences  Researcher  2021 - 2023  347 
6.  39477  Eva Kranjec  Social sciences  Researcher  2021 - 2023  53 
7.  34480  PhD Rene Markovič  Natural sciences and mathematics  Researcher  2021 - 2023  102 
8.  54046  PhD Satja Mulej Bratec  Social sciences  Researcher  2021 - 2023  33 
9.  21809  PhD Bojan Musil  Social sciences  Researcher  2021 - 2023  346 
10.  06835  PhD Sonja Pečjak  Social sciences  Researcher  2021 - 2023  814 
11.  54259  Igor Peras  Social sciences  Researcher  2021 - 2023  52 
12.  31278  PhD Tina Pirc  Social sciences  Researcher  2021 - 2023  119 
13.  51989  Tina Pivec  Social sciences  Junior researcher  2021 - 2023  71 
14.  52215  Nejc Plohl  Social sciences  Researcher  2021 - 2023  85 
15.  56036  Tanja Špes  Social sciences  Researcher  2021 - 2023  25 
16.  52509  Marko Šterk  Medical sciences  Researcher  2021 - 2023  34 
17.  26487  PhD Vita Štukovnik  Social sciences  Researcher  2021 - 2023  124 
18.  53952  PhD Janja Tekavc  Social sciences  Researcher  2021 - 2023  128 
19.  33802  PhD Sara Tement  Social sciences  Researcher  2021 - 2023  260 
20.  38264  PhD Saša Zorjan  Social sciences  Researcher  2021 - 2023  78 
Organisations (4)
no. Code Research organisation City Registration number No. of publicationsNo. of publications
1.  0553  Educational Research Institute  Ljubljana  5051614000  6,617 
2.  0581  University of Ljubljana, Faculty of Arts  Ljubljana  1627058  96,462 
3.  2547  University of Maribor, Faculty of natural sciences and mathematics  Maribor  5089638051  17,638 
4.  2565  University of Maribor Faculty of Arts  Maribor  5089638050  33,019 
Bullying, defined as aggressive, goal-directed behavior that harms another individual within the context of a power imbalance (Volk et al., 2017) represents a problem in all schools around the world and has very negative short-term and long-term consequences for all students: those directly involved (i.e., victims and bullies) as well as bystanders (e.g., Schoeler, 2018). Understanding the relationship between characteristics of classrooms as students’ primary peer contexts and their individual characteristics is crucial for effective bullying prevention. This is particularly important in the transition into adolescence – the developmental period characterized by significant qualitative changes in the social dynamics of bullying (Yeager et al., 2015). Previous studies performed in the Slovenian context contributed to a more comprehensive understanding of some relevant aspects of bullying (e.g., Košir et al., 2019, 2020a; Pečjak & Pirc, 2017; Pirc et al., 2019; Šulc & Bučar Ručman, 2019); however, we lack the evidence for designing comprehensive bullying prevention and intervention programs that would address and consider the developmental needs of adolescents and the developmental specifics of adolescents’ peer groups. Existing programs (both in Slovenian and international context) that aim to prevent or cope with bullying fail to fully address all the specifics of social dynamics and the manifestation of bullying in adolescence, so their effects are small (Yeager et al., 2015). In the proposed project, the complex processes and factors of social motivation and peer influence will be carefully examined in three methodologically differently designed studies, thus providing a comprehensive insight into the social dynamics of bullying in adolescence. The main aim of the proposed research project is to examine the reciprocal relationship between the indicators of classroom social dynamics and the ways of students’ involvement in bullying in early adolescence. In addition, we aim to investigate the relationship between students’ psychosocial and academic adjustment and the moderating role of classroom psychosocial characteristics in this relationship. Using longitudinal research on a large sample of adolescents, we will gain insight into relationships between students’ bullying involvement, their social position in the classroom, and classroom psychosocial characteristics (Study 1). Using social network analysis measures, we will gain a more comprehensive insight into the complex dynamics of peer relationships in the classroom, which will significantly contribute to research findings that mostly used individual measures aggregated to the classroom level as measures of classroom-level variables. The diary study (Study 2), conducted on a small subsample of participants, will provide us with an in-depth understanding of the impact of specific bullying events on classroom social dynamics. Based on the findings of Study 1 and Study 2, the guidelines for designing the preventive and intervention activities and programs to support such classroom contexts that work as a protective factor of bullying in adolescence and support adolescents’ effective social and emotional learning will be developed. These guidelines and recommendations will be validated using focus groups with adolescents (Study 3). As the guidelines will be aimed at teachers as key agents who can create and maintain the inclusive peer culture in the school environment, the ecological validity of the guidelines will also be examined in focus groups with teachers.
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