Skip to main content

School Bullying Victimisation and Subjective Well-Being in Algeria

Child Indicators Research volume 8, pages 133–150 (2015)Cite this article

Abstract

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.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

References

  • Arseneault, L., Bowes, L., & Shakoor, S. (2010). Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? Psychological Medicine, 40(05), 717–729.

    Article  Google Scholar 

  • Arslan, S., Savaser, S., & Yazgan, Y. (2011). Prevalence of peer bullying in high school students in Turkey and the roles of socio-cultural and demographic factors in the bullying cycle. The Indian Journal of Pediatrics, 78(8), 987–992.

    Article  Google Scholar 

  • Bacete, F. J. G., Perrin, G. M., Schneider, B. H., & Blanchard, C. (2014). Effects of School on the Well-Being of Children and Adolescents. In Handbook of Child Well-Being (pp. 1251–1305). Springer Netherlands.

  • Barboza, G. E., et al. (2009). Individual Characteristics and the Multiple Contexts of Adolescent Bullying: An Ecological Perspective. Journal of Youth and Adolescence, 38(1), 101–121.

    Article  Google Scholar 

  • Boulton, M. J., Murphy, D., Lloyd, J., Besling, S., Coote, J., Lewis, J., & Walsh, L. (2013). Helping counts: predicting children’s intentions to disclose being bullied to teachers from prior social support experiences. British Educational Research Journal, 39(2), 209–221.

    Google Scholar 

  • Bousenna, M., Tiliouine, H., Lakhdar, B., & Zahi, C. (2009). Analyse de la situation du système éducatif algérien (Rapport). Alger: UNICEF.

    Google Scholar 

  • Bradshow, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context. American Journal of Community Psychology, 43(3–4), 204–220.

    Article  Google Scholar 

  • Carbone-Lopez, K., Esbensen, F. A., & Brick, B. T. (2010). Correlates and consequences of peer victimization: Gender differences in direct and indirect forms of bullying. Youth Violence and Juvenile Justice, 8(4), 332–350.

    Article  Google Scholar 

  • Casas, F. & Rees, G. (2015). This issue of Child Indicators Research

  • Casas, F., Tiliouine, H., & Figuer, C. (2014). The Subjective Well-being of Adolescents from Two Different Cultures: Applying Three Versions of the PWI in Algeria and Spain. Social Indicators Research. doi:10.1007/s11205-012-0229-z.

  • Cummins, R. A., & Lau, A. L. (2005). Personal Wellbeing Index – School Children. Manual (Third Edition). Melbourne: School of Psychology, Deakin University

  • Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: _ree decades of progress. Psychological Bulletin, 125(2), 276–302.

    Article  Google Scholar 

  • Elamé, E. (2013). Discriminatory Bullying: A New Intercultural Challenge. Springer.

  • Georgiou, S. N. (2008). Parental style and child bullying and victimization experiences at school. Social Psychology of Education, 11(3), 213–227.

    Article  Google Scholar 

  • Goswami, H. (2012). Social relationships and children’s subjective well-being. Social Indicators Research, 107(3), 575–588.

    Article  Google Scholar 

  • Helliwell, J. F., and Barrington-Leigh, C. (2010). Measuring and Understanding Subjective Well-being in NBER Working Paper No. 15887, National Bureau of Economic Research.

  • Jacobson, R. B. (2007). A lost horizon: the experience of another and school bullying. Studies in Philosophy and Education, 26(4), 297–317.

    Article  Google Scholar 

  • Koo, H. (2007). A time line of the evolution of school bullying in differing social contexts. Assia Pacific Education Review, 8(1), 107–116.

    Article  Google Scholar 

  • Lakhdar, B., Ameyeoud, A., Benazouz, L., Bourouina, Y., Boussena, M., Chenennou, M., Guitani, B., Tiliouine, H., Tounsi, M. & Zahi, C. (Octobre, 2012). Elaboration d’un référentiel d’indicateurs d’évaluation des normes assignées au système scolaire algérien, UNICEF-INRE, Alger (http://www.inre-dz.org/documents/docrevue/Revue%20BLr_opt.pdf, downloaded 9th January, 2014)

  • Ministère Délégué Chargé de la Famille et de la Condition Féminine. (2008). Plan National d’Action pour les enfants 2008–2015. Alger

  • Moore, P. M., Huebner, E. S., & Hills, K. J. (2012). Electronic bullying and victimization and life satisfaction in middle school students. Social Indicators Research, 107(3), 429–447.

    Article  Google Scholar 

  • Natvig, G. K., Albrektsen, G., & Qvarnstrøm, U. (2001). School-related stress experience as a risk factor for bullying behavior. Journal of Youth and Adolescence, 30(5), 561–575.

    Article  Google Scholar 

  • Olweus, D. & Breivik, K. (2014). Plight of Victims of School Bullying: The Opposite of Well-Being. Handbook of Child Well-Being (pp 2593–2616), Springer Netherlands

  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.

    Google Scholar 

  • Pryce, S., & Frederickson, N. (2013). Bullying behaviour, intentions and classroom ecology. Learning Environments Research, 16(2), 183–199.

    Article  Google Scholar 

  • Salmivalli, C. (2010). Bullying and the peer group: A review. Aggressive and violent behavior, 15(2), 112–120.

    Article  Google Scholar 

  • Seligson, J. L., Huebner, E. S., & Valois, R. F. (2003). Preliminary Validation of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS). Social Indicators Research, 61(2), 121–145.

    Article  Google Scholar 

  • Tiliouine, H. (2014). Islamic education and youth well-being in Muslim countries, with a specific reference to Algeria. In Handbook of Child Well-Being (pp. 1209–1226). Springer Netherlands.

  • Tiliouine, H. (2014a). Application of the Personal Well-being Index with Algerian secondary school students. Michalos, A. (Editor). In Encyclopedia of Quality of Life and Well-Being Research, Springer Netherlands

  • Williams, L. M., & Peguero, A. A. (2013). The Impact of School Bullying on Racial/Ethnic Achievement. Race and Social Problems, 5(4), 296–308.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Laboratory of Educational Processes & Social Context (Labo-PECS), Faculty of Social Sciences, University of Oran Es-Senia, Oran, 31000, Algeria

    Habib Tiliouine

Authors
  1. Habib Tiliouine
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Habib Tiliouine.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Tiliouine, H. School Bullying Victimisation and Subjective Well-Being in Algeria. Child Ind Res 8, 133–150 (2015). https://doi.org/10.1007/s12187-014-9286-y

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12187-014-9286-y

KeyWords

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