The role of conscientiousness personality trait and school climate towards bullying
Authors
-
Sri W. Rahmawati
Faculty of Psychology, Universitas Tama Jagakarsa, Indonesia
https://doi.org/10.24854/jpu76
Keywords:
conscientiousness personality trait, perpetrator, school goal and norms, bullyingAbstract
The aim of this study was to examine the role of conscientiousness personaity trait and school climate toward bullying. A sample of 616 senior high school students from five regions in Jakarta were acquired for this study using cluster random sampling technique. The NEO PI-R Scale, The School Climate Scale, and The Scale of Bullying were used in this study. The research hypothesized that there would be a significant negative correlation between the personality trait and school goals and norms on bullying. The study found that conscientiousness personality trait and school goals and norms in school settings have significant negative correlations to bullying. Regression test results indicated that conscientiousness trait and school goals and norms contributed 4.2% and 3.8% on bullying. It was concluded that to obtain the optimal results, bullying prevention programs in schools should consider improving students’ personality trait and the school climate.
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References
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Rahmawati, S. W. (2016a). Salah kaprah istilah bullying. Buletin Konsorsium Psikologi Ilmiah Nusantara, 2(2). Ditemu kembali dari http://buletin.k-pin.org/index.php/arsip-artikel
Rahmawati, S. W. (2016b). Peran iklim sekolah terhadap perundungan. Jurnal Psikologi, 43(2), 167-180. Ditemu kembali dari https://jurnal.ugm.ac.id/jpsi/article/view/12480/15175
Rahmawati, S. W. (2017). Bullying siswa di sekolah menengah atas: Peran holistic parenting dan iklim sekolah terhadap bullying melalui variabel mediasi trait kepribadian lima besar (Disertasi tidak dipublikasikan). Universitas Padjadjaran, Indonesia.
Rahmawati, S. W., Iskandar, T. Z., Setiono, K., & Abidin, Z. (2014). Tinjauan studi pendahuluan trait kepribadian lima besar dan perundungan. Penelitian tidak dipublikasikan.
Ryan, W. (2009). Links between school climate and bullying: A study of two tribes schools. Ditemu kembali dari https://ruor.uottawa.ca/bitstream/10393/29846/1/NR59517.PDF
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Ttofi, M. M., Farrington, D. P., Losel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3(2), 63-73.
Waasdorp, T. E., Bradshaw, C. P., & Duong, J. (2011). The link between parents' perceptions of the school and their responses to school bullying: Variation by child characteristics and the forms of victimization. Journal of Educational Psychology, 103(2), 324-335.
Wolker, D., & Lereya, S. T. (2015). Long-term effect of bullying. Archives of Disesea in Childhood, 100 (9), 879-885.
Crapanzano, A. M. (2010). Understanding bullying participant roles: Stability across school years and personality and behavioral correlates. Ditemu kembali dari https://scholarworks.uno.edu/cgi/viewcontent.cgi?referer=https://www.google.co.id/&httpsredir=1&article=1107&context=td
Domenico, S. I., Quitasol, M. N., & Fournier, M. A. (2015). Ratings of conscientiousness from physical appearance predict undergraduate academic performance. Journal of Nonverbal Behavior, 39(4), 339-353. doi: 10.1007/s10919-015-0213-9
Dunn, S. T. M. (2009). Upstanders: Student experiences of intervening to stop bullying (Disertasi). Ditemu kembali dari ProQuest Dissertations & Theses Global (No. 55337).
Feist, J., & Feist, G. (2008). Theories of Personality (7th ed.). New York, NY: McGraw-Hill.
Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102(2), 483-496. doi: 10.1037/a0018562
Guilford, J. P. (1978). Fundamental Statistics in psychology and education. New York, NY: McGraw-Hill.
Hoffman, B. (2010). Cooperative learning, character education, conflict resolution among eighth graders, their teacher intervention with bullying and their experiences with cyber, physical, and relational bullying (Disertasi). Ditemu kembali dari UMI Database (UMI No. 3420453).
Jimerson, S. E., Swearer, S. M., & Espelage, D. L. (2009). Handbook of bullying in school: An international perspective. New York, NY: Routledge.
Kenneth, W. M., Barbara, A. G., Scott, W. R., & Duane, M. I. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26-42.
Kerlinger, F. N., & Lee, H. B. (2006). Asas-asas Penelitian Behavioral. Yogjakarta: Gadjah Mada University Press.
KPAI: Kasus bullying di sekolah meningkat selama 2015. (2015). Republika Online. Ditemu kembali dari http://nasional.republika.co.id/berita/nasional/umum/15/12/30/o067zt280-kpai-kasus-bullying-di-sekolah-meningkat-selama-2015.
Mathisen, G. E., Einarsen, S., & Mykletun, R. (2011). The relationship between supervisor personality, supervisors' perceived stress and workplace bullying. Journal of Business Ethics, 99(4), 637-651. doi: 10.1007/s10551-010-0674-z
McCrae, R. R., & Costa, P. T. (2003). Personality in adulthood: A five-factor theory perspective (2nd ed.). New York, NY: The Guilford Press.
Muth, T. J. (2012). Parenting and peer bullying: Parents’ and adolescents’ beliefs, communication, behavior and strategies. Ottawa, Canada: Published Heritage Branch.
Paramo, J. A. (2012). School bullying: A systematic review of the literature (Tesis). Ditemu kembali dari UMI Database (UMI No. 1511379).
Prasetyo, A. B. E. (2011). Bullying di sekolah dan dampaknya bagi masa depan anak. Journal Psikologi, 4(1), 1-8.
Rahmawati, S. W. (2016a). Salah kaprah istilah bullying. Buletin Konsorsium Psikologi Ilmiah Nusantara, 2(2). Ditemu kembali dari http://buletin.k-pin.org/index.php/arsip-artikel
Rahmawati, S. W. (2016b). Peran iklim sekolah terhadap perundungan. Jurnal Psikologi, 43(2), 167-180. Ditemu kembali dari https://jurnal.ugm.ac.id/jpsi/article/view/12480/15175
Rahmawati, S. W. (2017). Bullying siswa di sekolah menengah atas: Peran holistic parenting dan iklim sekolah terhadap bullying melalui variabel mediasi trait kepribadian lima besar (Disertasi tidak dipublikasikan). Universitas Padjadjaran, Indonesia.
Rahmawati, S. W., Iskandar, T. Z., Setiono, K., & Abidin, Z. (2014). Tinjauan studi pendahuluan trait kepribadian lima besar dan perundungan. Penelitian tidak dipublikasikan.
Ryan, W. (2009). Links between school climate and bullying: A study of two tribes schools. Ditemu kembali dari https://ruor.uottawa.ca/bitstream/10393/29846/1/NR59517.PDF
Sullivan, K. (2000). The anti-bullying handbook. Oxford, UK: Oxford University Press.
Summers, K. H. (2008). The relationship among bullying participant roles, social support, and school climate (Disertasi). Ditemu kembali dari UMI Database (UMI No. 3335063).
Sutherland, A. E. (2010). The roles of school climate and peers in bullying. Ditemu kembali dari https://qspace.library.queensu.ca/bitstream/handle/1974/6057/Sutherland_Alexandra_E_201009_PhD.pdf?sequence=1&isAllowed=y
Ttofi, M. M., Farrington, D. P., Losel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3(2), 63-73.
Waasdorp, T. E., Bradshaw, C. P., & Duong, J. (2011). The link between parents' perceptions of the school and their responses to school bullying: Variation by child characteristics and the forms of victimization. Journal of Educational Psychology, 103(2), 324-335.
Wolker, D., & Lereya, S. T. (2015). Long-term effect of bullying. Archives of Disesea in Childhood, 100 (9), 879-885.
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Published
2018-06-01
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Rahmawati, S. W. (2018). The role of conscientiousness personality trait and school climate towards bullying. Jurnal Psikologi Ulayat, 5(2), 138–156. https://doi.org/10.24854/jpu76
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