BULLYING AT SCHOOL AND COGNITIVE EMOTION REGULATION

• Authors: Baumgartner František , Vancu Eva , Kelmendi Kaltrina
• Languages of publication: EN

Abstracts

EN

Attention was devoted to a comparison of participants of school bullying in cognitive strategies of emotion regulation. We posed the question, if actors of school bullying used the same or different strategies of cognitive emotion regulation. The participants of bullying were divided into four groups according to their roles in bullying, these were: bullies (victimizers), bullied (victims), defenders (helpers) and non-involved in bullying (non-concerned). We assumed that defenders mainly use adaptive strategies, such as positive refocusing, reappraisal, acceptance and planning. We also expected that bullies and victims are oriented to similar patterns of applying the strategies. The Cognitive Emotion Regulation Questionnaire – short version (CERQ-short) was used to measure cognitive strategies of emotion regulation. The results indicated that participants of school bullying partly differed in the use of cognitive emotion regulation strategies. In the first hypothesis it was supposed that defenders would differ in reappraisal, planning, and also in acceptation and refocusing. This expectation was partly verified. The second hypothesis was formulated as an assumption of a similar pattern of preferences of emotion regulation strategies of victims and bullies. This assumption was essentially verified.

Keywords

EN

SCHOOL BULLYING; COGNITIVE EMOTION REGULATION

• Publisher: Slovak Academy of Sciences, Institute of Social Sciences
• Journal: Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
• Year: 2020
• Volume: 23
• Issue: 4
• Pages: 18 – 31

Contributors

author

Baumgartner František

• Faculty of Arts, University of Ostrava, Ostrava, Czech Republic

author

Vancu Eva

author

Kelmendi Kaltrina

Identifiers

DOI

10.31577/cas.2020.04.578