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المستخلص
Educational and psychological scholars are preoccupied with the school bullying problem. It is deemed one of the most problems educators and parents are concerned with. It is a problem with educational, social, psychological and economic dimensions. Furthermore, it takes much care on the part of those who oversee educational affairs and deplete their efforts. Each country seeks to greatly benefit from its material and human potentials. Problem significance becomes clear if we come to know that each one hundred pupils include eight school bullying at least; mention the school bullying problem has an economic dimension; due to the severe loss it causes, especially for the countries which seek to develop and grow like Egypt.
School bullying has attracted the attention of psychological researchers, particularly those interested in studying peer-to-peer relationships. That is why the views differ. They pointed out that school bullying is a prescription of all the problems that occur among students in schools that are exercised by one against the helpless, unresponsive, or self-defensive, and that such bully behavior may have multiple physical, verbal, or emotional patterns (wijtenburg,2015). Researchers have cited evidence that positive thinking can reduce school bullying. Positive thinking often starts with self-speech. When it comes to bullying, it’s especially important. Bullying victims often engage in negative self-speech and messages are often repeated in their head like I’m a loser, I’m a fool. No one loves me, but this mistake can lead to depression, despair, and sometimes suicidal thoughts. Victims must tell themselves instead that the messages of bullies are not true and are being replaced by positive messages such as I am a good person. Positive thinking has a powerful and effective effect on ourselves and our daily and future lives. The importance of positive thinking, therefore, stems from the optimism that the more flexible one thinks, the more easily one can overcome the moments of failure and treat them as experiences to learn and learn from (Hanan, 2014, 21). According to masad ABU al diyar (2012,36), the main features of the bullying students’ gathering are their lack of motivation to learn and study, as well as the prevalence of wrong behaviors among them.
Bullying behaviors have several kinds such as Physical bullying, Verbal bullying, Psychological bullying and Cyber bullying or through mobile phone, so the Researcher seek to limiting school bullying by using A training Program based on Positive thinking and its effect on learning motivation.
Problem of the study:
The problem of study is clear from the prevalence of school bullying or bullying, where the educational and psychological effects of bullying or bullying or bullying behavior are spread among students inside schools to affect the academic performance of students inside the school, and lead to deformation in the psychological and social construction of the aggressed individual, as well as lead to A threat to security and stability and the destruction of relationships, communication and social interaction between students within the school, and adolescence is characterized by many psychological, social, physical or stormy changes that cause many behavioral changes in adolescents, which causes This is a stage in which bullying, bullying, or bullying behaviors are more than other stages of human development, as Jonsson & Perrsson, 2007, 75 showed that bullying or bullying behaviors increase from the age of (13) years and reach their peak in the stage Secondary education also has various causes, which pose a threat to the school environment and society itself, such as: negative health, social, economic and psychological impacts on the individual and society.
Housman’s study (2015) also revealed a set of alarming facts and figures indicating the prevalence of bullying, as it indicated: [13] A million students each year in America are exposed to bullying behavior.[160] A thousand students in America absent themselves from school every day due to the fear of being bullied. One of four adolescent students was exposed to bullying behaviors in school.[80%] of students lack mechanisms or mechanisms to address bullying behavior in school.
The World Health Organization also pointed out that bullying or bullying or bullying behaviors as a threat or physical use of force is aimed at harming a person or group that results in death, physical damage or some disturbances, such as bullying or bullying and bullying behaviors practiced by some Students against others are not new phenomena, but they are one of the phenomena that have become remarkable due to their development in quantity and quality, until they have become a phenomenon that deserves researchers, educators and parents to take care of. The prevalence of bullying or bullying within schools and among students may be attributed to their lack of moral intelligence, the ability to take personal responsibility, and the lack of psychological security and this behavior may result in many harmful effects such as the absence of psychological reassurance in the schools (Turkmena, et.al, 2013,143).
Positive thinking contributes to helping students form healthy, effective and positive relationships with their peers and all members of the school community, helping them to meet the requirements of life and helping them make the right decisions and live in life in peace, joy and enjoyment (Raeisi, 2003,2). Baran et al., 2011, also believes that the concept of positive thinking is one of the concepts that addresses negative ideas and works to confront and change wrong mental images and works to strengthen and enhance students’ confidence in themselves and their estimates and to confirm their self and achieve a positive and reassuring life for them and to maximize all efforts that will He makes it. Verbiver 2011 also indicated that positive thinking is the use of the ability of the subconscious to be convinced positively.
So, the Researcher seek to build A training Program based on Positive thinking for limiting school bullying and its effect on learning motivation in prep school.
problem of the study is formulated in the following questions
(For Bulliers)
(1) Are there statistically significant differences between average scores of the experimental group members (For bulliers) before or after the program administration in limiting school bullying?
(2) Are there statistically significant differences between average scores of the experimental and control group members (For bulliers) after the program administration in limiting school bullying?
(3) Are there statistically significant differences between the post- scale and follow-up measures of the experimental group (For bulliers) on school bullying scale?
(4) Are there statistically significant differences between average scores of the experimental group members (For bulliers) before or after the program administration in learning motivation?
(5) Are there statistically significant differences between average scores of the experimental and control group members (For bulliers) after the program administration in learning motivation?
(6) Are there statistically significant differences between the post- scale and follow-up measures of the experimental group (For bulliers) on learning motivation scale?
(For Victims)
(1) Are there statistically significant differences between average scores of the experimental group members (For victims) before or after the program administration in limiting school bullying?
(2) Are there statistically significant differences between average scores of the experimental and control group members (For victims) after the program administration in limiting school bullying?
(3) Are there statistically significant differences between the post- scale and follow-up measures of the experimental group (For victims) on school bullying scale?
(4) Are there statistically significant differences between average scores of the experimental group members (For victims) before or after the program administration in learning motivation?
(5) Are there statistically significant differences between average scores of the experimental and control group members (For victims) after the program administration in learning motivation?
(6) Are there statistically significant differences between the post- scale and follow-up measures of the experimental group (For victims) on learning motivation scale?
Objectives of the study
The current study aims to know the effect of a training Program based on Positive thinking for limiting school bullying on learning motivation in prep school.
Significance of the study
Significance of the current study lies in deals with as well as in limiting school bullying in the prep stage and consequently the learning motivation through a training program which was suggested by the researcher and which possesses a great importance in the researcher’s point of view – either theoretically or practically.
First: The theoretical aspect
(1) This study may provide some information and data regarding the school bullying as well as some distinguishing features of the environment wherein they live. Furthermore, such information may lend assistance for the specialists and scholars in the education and psychology fields to successfully deal with this category and provide the due care for them.
(2) Findings of this study may contribute to providing some suggestions and answers which may be of much benefit for limiting bullying, especially the school bullying specifically.
(3) Studying and mastery of the school bullying become an imperative due to the life circumstances.
Second: the practical aspect
(1) Gaining much benefit from the program findings in guiding parents, educators and officials in the light of actual reality; to face negatives and develop positives in the school bulliers.
(2) The positive attitude contributes in creating a generation able to positively deal with the environmental systems wherein we live.
(3) The current study findings aid the specialists in preparing a program for developing positive thinking generally and positive thinking for limiting school bullying specifically.
Hypotheses of the study
problem of the study is formulated in the following questions
(For Bulliers)
(1) There are statistically significant differences between average scores of the experimental group members (For bulliers) before or after the program administration in limiting school bullying.
(2) There are statistically significant differences between average scores of the experimental and control group members (For bulliers) after the program administration in limiting school bullying.
(3) There are statistically significant differences between the post- scale and follow-up measures of the experimental group (For bulliers) on school bullying scale.
(4) There are statistically significant differences between average scores of the experimental group members (For bulliers) before or after the program administration in learning motivation.
(5) There are statistically significant differences between average scores of the experimental and control group members (For bulliers) after the program administration in learning motivation.
(6) There are statistically significant differences between the post- scale and follow-up measures of the experimental group (For bulliers) on learning motivation scale.
(For Victims)
(1) There are statistically significant differences between average scores of the experimental group members (For victims) before or after the program administration in limiting school bullying.
(2) There are statistically significant differences between average scores of the experimental and control group members (For victims) after the program administration in limiting school bullying.
(3) There are statistically significant differences between the post- scale and follow-up measures of the experimental group (For victims) on school bullying scale.
(4) There are statistically significant differences between average scores of the experimental group members (For victims) before or after the program administration in learning motivation.
(5) There are statistically significant differences between average scores of the experimental and control group members (For victims) after the program administration in learning motivation.
(6) There are statistically significant differences between the post- scale and follow-up measures of the experimental group (For victims) on learning motivation scale.
Delimitations of the study
The current study was defined in the light of the following:
Sample of the study
The study has been carried out upon a sample of underachievers and the following procedures have been followed:
(1) Selecting Mensah Assam Prep School for boys and girls for practical application of the study, where the researcher is working as an English teacher in way which facilitated doing the study.
(2) Determining the pupils who are bulliers and whose age group ranges from 13 to 15 years from males and females.
Pilot sample:
the researcher carried out a pilot study upon all the bulliers in the school with the aid of the supervisor. Based upon the record review, the researcher found that they were 60 male and female pupils who were already recorded in the statistics records.
The basic sample:
The current sample was comprised of 56 bulliers and 56 victims from Mensah Assam Prep School for boys and girls and Anwar Mohammed Hassan Prep School for boys and girls in Beni – Suef governorate whose ages ranged from 13 to 15 years. namely 28 male pupils and (28) female pupils. With average age amounting to 14 years then the sample community for bulliers was divided into two groups as follows:
(1) The experimental group bulliers was 28 male and female pupils.
(2) The control group bulliers was 28 male and female pupils.
(3) The sample community for victims was divided into two groups as follows:
(4) The experimental group victims were 28 male and female pupils.
(5) The control group victims were 28 male and female pupils.
Tools of study:
(1) Scale of school bulling (for bulliers) (by The Researcher).
(2) Scale of school bulling (for victims) (by The Researcher).
(3) Scale of learning motivation (by The Researcher).
(4) 4- A training Program (by The Researcher).
Instruments of the study
The used statistical methods were as follows:
(1) Cronbach’s alpha coefficient
(2) T – Test for difference significance (uncorrelated data).
(3) T – Test for difference significance (correlated data).
(4) Pearson Correlation Coefficient.
(5) Eta Square.
(6) Mean, median, standard deviation and mode
Approach of the study
The researcher used the quasi experimental approach in the current study (pre – post design for two groups: an experimental group and a control group. Furthermore, this approach requires dealing with two basic variables, one of them is an independent variable and the other one is a dependent variable; where the program is regarded the independent variable and the school bulling scale scores are regarded the first dependent variable while the learning motivation scale scores are regarded the second dependent variable.
Findings of the study
The current study found the following findings:
(For Bulliers)
(1) There are statistically significant differences between average scores of the experimental group members (For bulliers) before or after the program administration in limiting school bullying.
(2) There are statistically significant differences between average scores of the experimental and control group members (For bulliers) after the program administration in limiting school bullying.
(3) There are statistically significant differences between the post- scale and follow-up measures of the experimental group (For bulliers) on school bullying scale.
(4) There are statistically significant differences between average scores of the experimental group members (For bulliers) before or after the program administration in learning motivation.
(5) There are statistically significant differences between average scores of the experimental and control group members (For bulliers) after the program administration in learning motivation.
(6) There are statistically significant differences between the post- scale and follow-up measures of the experimental group (For bulliers) on learning motivation scale.
(For Victims)
(1) There are statistically significant differences between average scores of the experimental group members (For victims) before or after the program administration in limiting school bullying.
(2) There are statistically significant differences between average scores of the experimental and control group members (For victims) after the program administration in limiting school bullying.
(3) There are statistically significant differences between the post- scale and follow-up scale of the experimental group (For victims) on school bullying scale.
(4) There are statistically significant differences between average scores of the experimental group members (For victims) before or after the program administration in learning motivation.
(5) There are statistically significant differences between average scores of the experimental and control group members (For victims) after the program administration in learning motivation.
(6) There are statistically significant differences between the post- scale and follow-up scale of the experimental group (For victims) on learning motivation scale.