The complexities of school bullying : perceptions and patterns within Ghanaian classrooms.

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dc.contributor.advisorPham, Van Hoang.
dc.contributor.advisorThornton, Rebecca.
dc.creatorSchilling, Karleigh, 1999-
dc.date.accessioned2023-11-07T14:22:42Z
dc.date.available2023-11-07T14:22:42Z
dc.date.created2023-05
dc.date.issuedMay 2023
dc.date.submittedMay 2023
dc.date.updated2023-11-07T14:22:42Z
dc.description.abstractThis paper uses multiple student perspectives to provide an overview of bullying in Ghanaian schools. There are a high number of discrepancies between student’s perceptions of bullying, emphasizing the benefits of using both self-reports and peer-reports in bullying research. When defining a bully or a victim as an individual with at least 1 confirmed instance, low-performing, non-poor, highly abused, physically large, and isolated students are more likely to be bullies. Students who have been victimized themselves are also more likely to be bullies. Girls, highly abused, and isolated students are more likely to be victims. Analyzing student-student pairs reveals similar determinants of bullies and victims, with the addition of a significant association between gender and bullying likelihood. Finally, there are many significant interactions between these characteristics, indicating that determining bullies and victims is complex and multifaceted.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2104/12531
dc.language.isoEnglish
dc.rights.accessrightsWorldwide access
dc.titleThe complexities of school bullying : perceptions and patterns within Ghanaian classrooms.
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentBaylor University. Dept. of Economics.
thesis.degree.grantorBaylor University
thesis.degree.nameM.S.Eco.
thesis.degree.programEconomics
thesis.degree.schoolBaylor University

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