Abstract:
The purpose of this study was to investigate the relationship between personality characters and indiscipline with bullying in secondary students of Shabestar city. The research method is descriptive and correlational. The statistical population of this study was all 2nd grade high school students in Shabestar city with 2260 people. Using Cochran formula and cluster sampling, 327 (164 girls and 163 boys) were selected. The tools used for this research included the personality characteristics questionnaires Costa and McCrae (1985), the bullying questionnaire (Illinois, 2011) and the indiscipline Inventory (MisrAbadi et al., 2013). For data analysis, statistical tests of multiple regression and Pearson correlation coefficient were performed using SPSS.22 software. The results of correlation coefficients showed that there was a positive significant relationship between the components of personality and discipline with the bullying of students (p < 0.01). Also, due to the multiple regression results, 39.9% of student bullying variance was explained by personality characters and indiscipline. The result of the research indicated that students' personality characteristics and indiscipline are important variables that can predict student bullying behaviors.
Machine summary:
The correlation coefficient results showed that there was a significant positive relationship between the components of personality traits and indiscipline with student bullying (P <= 0.
Personality traits, indiscipline, bullying Journal of New Strategies in Psychology and Educational Sciences, Volume 1, Issue 4, Winter 2019 Introduction In examining the mental health of children and adolescents, peer relationships can play an important role.
In this regard, research has been conducted on the role of students' personality characteristics in relation to school bullying (De Angelis, Bacchini, & Affuso , 2016; Farrell, Provenzano, Dane, Marini & Volk , 2017; Volk, Schiralli, Xia, Zhao & Dane , 2018).
Research has shown that since the relationship between personality and environment is a bidirectional and two-way relationship (Tuvblad, Fanti, Andershed, Colins & Larsson , 2017), genes may predispose us to certain specific behaviors, such as levels of aggression (Ashton & Lee , 2007).
Jones, Miller & Lynam (2011), in a meta-analysis conducted on 53 studies regarding five personality factors and aggressive behaviors, determined that the trait of agreeableness and conscientiousness has a negative relationship, and the neuroticism trait has a positive relationship with behaviors related to aggression.
In the studies of De Bolle & Tackett (2013) on children and the study by Kodžopeljić, Smederevac, Mitrović, Dinić & Čolović (2014) on adolescents, school bullying was associated with low conscientiousness and agreeableness.
Accordingly, the present research was conducted with the aim of determining the relationship between personality traits and indiscipline with bullying among second-stage secondary school students.
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