Siddiqui Sohni, Schultze-Krumbholz Anja, Kamran Muhammad
Department of Educational Psychology, Technical University of Berlin, Berlin, Germany.
Department of Education, University of Loralai, Loralai, Pakistan.
Front Sociol. 2025 Jan 16;9:1511340. doi: 10.3389/fsoc.2024.1511340. eCollection 2024.
Bullying is a significant social problem that affects educational institutions worldwide, including those in Pakistan. This study extends the existing literature by going beyond reporting the prevalence and consequences of bullying in Pakistan. It examines the prevalence of different bully groups among university students ( = 1,034; male = 361; female = 665) and explores the relationships between their characteristics, moral disengagement beliefs, and perceptions about motivations for bullying perpetration.
The present study used a cross-sectional design. Descriptive analyses, Pearson correlations, one-way ANOVA, and independent t-tests were conducted.
Approximately one-quarter of students identified themselves as victims only, while 14% of students identified themselves as both victims and perpetrators of bullying. Most students reported frustration as the primary motive for engaging in aggressive acts. In addition, students with higher moral disengagement beliefs were more likely to engage in bullying behavior, with the highest correlation observed between moral disengagement and bullying as a means of demonstrating power and superiority. Significant differences in perceived motivations for bullying were also observed between the victim and bully-victim groups. Analyses showed that male students were more likely to be involved in bullying others, while female students showed higher levels of fear of victimization within educational institutions.
The results implicate the need for innovations in programs and the inclusion of moral disengagement measures. Identifying the key mechanisms underlying behavioral change away from bullying should be a central focus of anti-bullying prevention and intervention programs.
欺凌是一个重大的社会问题，影响着全球的教育机构，包括巴基斯坦的教育机构。本研究超越了报告巴基斯坦欺凌行为的发生率和后果，扩展了现有文献。它调查了大学生（n = 1034；男性 = 361；女性 = 665）中不同欺凌群体的发生率，并探讨了他们的特征、道德推脱信念以及对欺凌行为动机的认知之间的关系。
本研究采用横断面设计。进行了描述性分析、皮尔逊相关性分析、单因素方差分析和独立样本t检验。
约四分之一的学生仅将自己视为受害者，而14%的学生认为自己既是欺凌行为的受害者又是实施者。大多数学生报告说挫折是实施攻击行为的主要动机。此外，道德推脱信念较高的学生更有可能参与欺凌行为，在道德推脱与作为展示权力和优越感手段的欺凌行为之间观察到最高的相关性。在受害者群体和既是受害者又是欺凌者的群体之间，在对欺凌行为动机的认知上也存在显著差异。分析表明，男学生更有可能参与欺凌他人，而女学生在教育机构中表现出更高的受欺凌恐惧水平。
研究结果表明需要在项目上进行创新并纳入道德推脱措施。确定远离欺凌行为的行为改变背后的关键机制应该是反欺凌预防和干预项目的核心重点。
