Bullying as a Manifestation of Social Dynamics: Status, Relationships and Culture
DOI:
https://doi.org/10.52340/splogos.2026.01.17Keywords:
school bullying, social status, psychological well-being, social isolation, cultural contextAbstract
This study aims to comprehensively examine the socio-psychological and cultural determinants of school bullying using a mixed-methods approach. The study is based on the theoretical perspective that bullying is a multi-level process formed through the interaction of individual, interpersonal, and cultural factors.
The study involved 450 students aged between 13 and 17. Quantitative data were collected using standardised questionnaires and analysed using correlational and regression methods. Qualitative data were obtained through focus group discussions and processed using thematic analysis. This mixed-methods approach allowed for an in-depth exploration of the socio-psychological and cultural determinants of school bullying, providing both a statistical assessment of the relationships between variables and a nuanced understanding of the participants' experiences and perceptions. This integrated approach offered a comprehensive view of bullying as a multifaceted phenomenon influenced by personal traits, peer interactions, and wider cultural contexts.
The results of the study indicated that, although indirect, social status is an important predictor of bullying. Its influence operates through psychological and social mediating factors. Social isolation was identified as a strong risk factor, while psychological well-being and positive peer relationships were recognised as protective factors. The study also confirmed the significant role of cultural context in shaping the forms and perceptions of bullying.
In conclusion, effectively understanding and preventing bullying requires an integrated, systemic, and culturally sensitive approach that considers individual, social, and cultural factors.
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