School Bullying Behavior and Its Relation to the Academic Self-Concept among Students with Learning Disabilities

Document Type : Original Article

Author

Assistant Professor of Special Education Head of the Department of Special Education, Taif University Saudi Arabia

Abstract

    The current study aimed to identify the extent of prevalence the bullying behavior and its relation to the academic self-concept among primary students with learning disabilities in Taif. The study sample consisted of (86) primary students with learning disabilities belonging to 3rd, 4th, and 6th grade with (9 – 12) years old. For study purposes, the modified academic self-concept scale (Tan & Yates, 2007) was used, while the bullying scale was developed by the researcher.
 
    The results indicated that the percentage of bullying prevalence among students with learning disabilities was 16.3%, specifically; Psychological bullying is the most common type of bullying among students with learning disabilities, followed by verbal bullying and then physical bullying. Results also found no statistically significant differences in the academic self-concept according to the type of learning disabilities (mathematics disabilities, reading disabilities, math, and reading disabilities together). The study indicates that academic self-concept is a predictor of bullying behavior among students with learning disabilities.
 
    Recommendations of the study emphasize the importance of parents to fully understand the signs of their child being bullied, the speed of intervention, as well as, all teachers stuff need to be trained to treat and support positively the victims of bullying, in addition, interventions to build self-confidence and to improve the academic self-concept are highly recommended.
 

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المجلة التربوية لکلية التربية بسوهاج
Volume 82, Issue 82 - Serial Number 82
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
February 2021
Pages 227-268

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History

  • Receive Date: 05 October 2020
  • Revise Date: 15 October 2020
  • Accept Date: 27 October 2020

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