Child Indicators Research

, Volume 8, Issue 1, pp 133–150 | Cite as

School Bullying Victimisation and Subjective Well-Being in Algeria

  • Habib Tiliouine


This study uses newly developed international measures in order to determine the prevalence of two types of bullying: Active (being hit by other children in school) and Passive (being left out by classmates), among 8, 10 and 12 year old Algerian school children. It also attempts to draw the profile of the victims and to assess the effects of bullying on children’s Subjective Well-being (SWB). Data have been obtained from a total of 1,452 school children.

The results indicate that 15.1, 9.9 and 12.3 % of respectively 8, 10 and 12 year students have been victims of active bullying, and respectively 16.3, 15.8 and 20.6 % have been victims of passive bullying during the month that precedes data collection. It has been noticed that boys use more direct methods, with an increasing frequency with age, but both gender groups equally use indirect methods of bullying. Furthermore, the findings suggest that bullying victimisation is more present among children belonging to less advantaged families, families changing house and changing local area. Absenteeism, though found high in Algerian schools, is much frequent amongst victims of bullying. And, significant differences are found in most of the SWB ratings in favour of children who have not experienced bullying victimisation.

Finally, regression analyses show that passive bullying and age have strong negative effects on satisfaction with life as a whole, but this effect has been reduced when lack of rewarding material facilities, gratifying living environments, good health and self-confidence were introduced in the second step.

The results have been discussed on the light of previous international research.


Bullying victimisation Active Bullying Passive Bullying Subjective well-being Happiness Satisfaction with Life Education in Algeria 


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Laboratory of Educational Processes & Social Context (Labo-PECS), Faculty of Social SciencesUniversity of Oran Es-SeniaOranAlgeria

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