Document Type : Research Paper
Authors
1 Ph.D. Student in Educational Psychology Kharazmi University, Tehran, Iran
2 Associate Professor of Curriculum Planning, Kharazmi University, Tehran, Iran
3 Associate Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran
4 Assistant Professor, Department of Psychology, Kharazmi University, Tehran, Iran.
Abstract
In recent years, bullying and victimization in schools have garnered a lot of attention from the public, media, educators, school administrators, researchers, therapists, and legislators. Investigating the variables that predict student victimization at the school and student levels was the goal of the current study. During the 2020–2021 school year, all Iranian fourth-graders, instructors, and principals were included in the research population. The PIRLS 2021 study states that 1,348,842 pupils and 43,697 schools made up the entire sample size in Iran. 6,262 pupils and their parents from 218 schools—along with 218 instructors and principals—were chosen as the study sample from this population group. A stratified two-stage cluster sampling design is used by PIRLS. Multilevel analysis results indicated that socioeconomic status had a strong positive association with victimization, whereas reading self-concept and digital self-efficacy had a substantial negative link at the student level. Bullying was more common among girls than among boys. At the school level, victimization was significantly correlated negatively with school safety and discipline, emphasis on academic success, and the school's location. On the other hand, victimization was significantly positively correlated with class size and inadequate educational resources. While school-level predictors accounted for 43% of the variance in victimization at the school level, student-level predictors only explained 13% of the variance at the student level.
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