Interactional Effect of Perceived Emphatic Classroom Atmosphere and Self-Esteem on Bullying

Abstract

In this research, the relationship between interactional effect of perceived empathic classroom
atmosphere and self-esteem on peer bullying was examined. The research was conducted on 420 students, 218
boys and 208 girls, from 6. 7. and 8. grades in public schools at the center of Ankara. In the result of research, it
was found that there is no relation between bullying and interactional effect of intraclassroom emphatic
atmosphere perceived by students and self-esteem on bullying. Moreover, it was found that there is a linear
relation between perceived emphatic atmosphere and self-esteem; a negative relationship between perceived
emphatic atmosphere and bullying; a negative relationship between self-esteem and bullying. Empathic
atmosphere and self-esteem interaction on bullying appears to be only found for empathic understanding