Investigation of the relationship between school climate, coping strategies, and peer bullying in secondary school students

Abstract

The aim of this study is to investigate the relationship between school climate and coping strategies and peer bullying in students in secondary school. The study population is secondary school students in the 7th and 8th grades. The study group included 284 students attending a secondary school located in Afyon (153 female and 131 male). The study used data collection instruments such as the School Climate Scale (SCS), KIDCOPE, and Bully Scale (BS). With Pearson Moments Multiplication Correlation Coefficient Technique, the relationships between SCS scores and KIDCOPE scores and bullying were examined. SCS total score and some of the subscales (fairness, order and discipline, parent involvement, resource sharing, student interpersonal relationships, and teacher-student relationships) have significant and positive relationships with peer bullying as a result of the analysis. Additionally, it was observed that
there were positive and significant relationships between bullying and some of the subscales of KIDCOPE (avoidant coping and negative coping). In addition, multiple regression analysis was used to test the predictability of the school climate and coping strategies. As a result of the analysis, some of the SCS subscales (order and discipline and teacher-student relationships) and one of the KIDCOPE subscale (negative coping) were found to be a significant predictor of bullying