[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 11, Issue 1 (Vol11 No1 Spring 2024- 2024) ::
J Child Ment Health 2024, 11(1): 15-30 Back to browse issues page
The role of executive functions and time perspective components in predicting bullying among students
Fatemeh Nazeri1 , Mahdiyeh Shafieetabar *2
1- Faculty of Humanities, Arak University, Iran
2- Department of Psychology, Faculty of Humanities, Arak University, Iran
Abstract:   (1163 Views)
Background and Purpose: Violence and bullying in schools are amongst the most common forms of victimization of children during their childhood in adolescence, which leaves harmful impacts on various fields of their performance including academic, behavioral, psychological, and social well-being and welfare. The present study was conducted to investigate the role of executive functions and time perspective components in predicting bullying among students.
Method: The statistical society of this descriptive-correlation study included all students aged 10 to 13 years old in the schools of Qom in the academic year 1400_ 1401, out of which 273 people were selected using the sampling convenient method. Data were collected using the Illinois Bullying Scale (2000), Zimiardo's Time Perspective Inventory (1999), and Barkley Deficits in Executive Functioning Scale- Children and Adolescents (BDEFS-CA) (2012). Data analysis was done by SPSS software version 24 and using descriptive and inferential statistical methods (correlation coefficient and step-by-step regression analysis).
Results: Bullying and lack of self-control/ inhibition and negative perspective have a positive and significant relationship. Also, the regression results show that self-control/inhibition and the effect of a negative pastime perspective can explain changes in bullying among students.
Conclusion: Considering that the negative past time perspective and lack of self-control/inhibition can explain changes in bullying behavior in students; accordingly, intervention programs to improve executive functions and time perspective to prevent bullying in students should be taken into consideration as a suggestion.
Article number: 2
Keywords: Bullying, executive functions, time perspective dimensions
Full-Text [PDF 1663 kb]   (461 Downloads)    
Type of Study: Applicable | Subject: Special
Received: 2023/07/17 | Accepted: 2024/05/25 | Published: 2024/05/25
References
1. Verlinden M, Veenstra R, Ghassabian A, Jansen PW, Hofman A, Jaddoe VW, et al. Executive functioning and non-verbal intelligence as predictors of bullying in early elementary school. J Abnorm Child Psychol. 2014; 42: 953-66. https://doi.org/10.1007/s10802-013-9832-y [DOI:10.1007/s10802-013-9832-y [Link]]
2. Pichel R, Feijóo S, Isorna M, Varela J, Rial A. Analysis of the relationship between school bullying, cyberbullying, and substance use. Child Youth Serv Rev. 2022; 134 (1): 106369. https://doi.org/10.1016/j.childyouth.2022.106369 [DOI:10.1016/j.childyouth.2022.106369 [Link]]
3. Arim RG, Bougie E, Kohen DE. Correlates of perceptions of bullying at school among first nations youth living off reserve. Aboriginal policy studies. 2020; 10: 8(2). https://doi.org/10.5663/aps.v8i2.29349 [DOI:10.5663/aps.v8i2.29349 [Link]]
4. Liu J. Characteristics and Interventions of Bullying Behavior of Teenagers under the Background of Informatization. Converter. 2021; 10: 232-8.‌ https://doi.org/10.17762/converter.173 [DOI:10.17762/conv erter.173 [Link]]
5. Silva GR, Lima ML, Acioli RM, Barreira AK. Prevalence and factors associated with bullying: differences between the roles of bullies and victims of bullying. J Pediatr. 2020; 96: 693-701. https://doi.org/10.1016/j.jped.2019.09.005 [DOI:10.1016/j.jped.2019.09.005 [Link]]
6. Okafor SO. Bullying as predictor of students academic achievement in public secondary schools in Onitsha North LGA. Journal of Educational Research & Development. 2021; 4(1). [Link]
7. Medeiros W, Torro-Alves N, Malloy-Diniz LF, Minervino CM. Executive functions in children who experience bullying situations. Front Psychol. 2016; 7: 1197. https://doi: 10.3389/fpsyg.2016.01197‌ [Link] [DOI:10.3389/fpsyg.2016.01197]
8. McQuade JD. Peer victimization and changes in physical and relational aggression: The moderating role of executive functioning abilities. Aggress Behav. 2017; 43(5):503-512. https://doi:10.1002/ab.21708 [Link] [DOI:10.1002/ab.21708]
9. Aydın O, Obuća F, Boz C, Ünal-Aydın P. Associations between executive functions and problematic social networking sites use. J Clin Exp Neuropsychol. 2020; 42(6): 634-45. https://doi.org/10.1080/13803395.2020.1798358 [DOI:10.1080/13803395.2020.1798358 [Link]]
10. Michel E, Molitor S, Schneider W. Executive functions and fine motor skills in kindergarten as predictors of arithmetic skills in elementary school. Dev Neuropsychol. 2020; 45(6): 367-79. https://doi.org/10.1080/87565641.2020.1821033 [DOI:10.1080/87565641.2020.1821033 [Link]]
11. Ellis ML, Weiss B, Lochman JE. Executive functions in children: Associations with aggressive behavior and appraisal processing. J Abnorm Child Psychol. 2009; 37(7): 945-56. https://doi.org/10.1007/s10802-009-9321-5 [DOI:10.1007/s10802-009-9321-5‌ [Link]]
12. Morea A, Calvete E. Understanding the perpetuation of cyberbullying victimization in adolescents: The role of executive functions. Res Child Adolesc Psychopathol. 2022; 50(10): 1299-311. https://doi.org/10.1007/s10802-022-00926-0 [DOI:10.1007/s10802-022-00926-0 [Link]]
13. O'Toole SE, Tsermentseli S, Humayun S, Monks CP. Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old. Int J Behav Dev. 2019; 43(2): 157-65. https://doi.org/10.1177/0165025418798498 [DOI:10.11 77/01 65025418798498 [Link]]
14. Kloosterman PH, Kelley EA, Parker JD, Craig WM. Executive functioning as a predictor of peer victimization in adolescents with and without an Autism Spectrum Disorder. Res Autism Spectr Disord. 2014; 8(3): 244-54. https://doi:10.1016/j.rasd.2013.12.006 [link] [DOI:10.1016/j.rasd.2013.12.006]
15. Jenkins LN, Tennant JE, Demaray MK. Executive functioning and bullying participant roles: Differences for boys and girls. J Sch Violence. 2018; 17(4): 521-37. https://doi.org/10.1080/15388220.2018.1453822 [DOI:10.1080/15388220.2018.1453822 [Link]]
16. Hughes C, White A, Sharpen J, Dunn J. Antisocial, angry, and unsympathetic: "Hard-to-manage" preschoolers' peer problems and possible cognitive influences. J Child Psychol Psychiatry. 2000; 41(2): 169-79. https://doi.org/10.1017/S0021963099005193 [DOI:10.1017/ S0021963099005193 [Link]]
17. Raaijmakers MA, Smidts DP, Sergeant JA, Maassen GH, Posthumus JA, Van Engeland H, et al. Executive functions in preschool children with aggressive behavior: Impairments in inhibitory control. J Abnorm Child Psychol. 2008; 36: 1097-107. https://doi.org/10.1007/s10802-008-9235-7 [DOI:10.1007/s10802-008-9235-7 [Link]]
18. Caetano LA, de Oliveira WA, do Nascimento LC, Manochio-Pina MG, Ramos SB, da Silva JL. Relationship between executive functions and bullying: an integrative literature review. Psicologia: teoria e prática. 2021; 23(2): 1-23.‌ https://doi.org/10.5935/1980-6906/ePTPPE12854 [DOI:10.5935/1980-6906/ePTPPE12854 [Link]]
19. Moon J, Mello ZR. Time among the taunted: The moderating effect of time perspective on bullying victimization and self-esteem in adolescents. J Adolesc. 2021; 89: 170-82. https://doi.org/10.1016/j.adolescence.2021.05.002 [DOI:10.1016/j.adolescence.2 021.05.002 [Link]]
20. Witowska J, Zajenkowski M. Cognitive consequences of timeframe bias. On the link between working memory, cognitive switching, and time perspective. Curr Psychol. 2021; 40: 3532-45. https://doi.org/10.1007/s12144-019-00302-0 [DOI:10.1007/s12144-019-00302-0 [Link]]
21. Rönnlund M, Carelli MG. Deviations from a balanced time perspective in late adulthood: Associations with current g and g in youth. Intelligence. 2018; 71: 8-16. https://doi.org/ 10.1016/j.intell.2018.09.002 [Link] https://doi.org/10.1016/j.intell.2018.09.002 [DOI:10.1016/j.intell.2018.09.002 [Link]]
22. Bodecka M, Nowakowska I, Zajenkowska A, Rajchert J, Kaźmierczak I, Jelonkiewicz I. Gender as a moderator between Present-Hedonistic time perspective and depressive symptoms or stress during COVID-19 lock-down. Pers Individ Dif. 2021; 168: 110395. https://doi.org/10.1016/j.paid.2020.110395 [DOI:10.1016/j. paid.2020.110395 [Link]]
23. Vowinckel JC. Balanced time perspectives and mindfulness [Bachelor's thesis]. [Enschede, Netherlands]: Faculty of Behavioral Sciences, University of Twente; 2012. [Link]
24. Ikram H. Burning out of time: the relationship between future time perspective, workaholism, psychological capital, emotional intelligence, and burnout [Master's thesis]. [San Bernardino, America]: Faculty of California State University, San Bernardino; 2023. [Link]
25. Youngquist AL. Bullying, time perspective, and psychological outcomes among adolescents. [Master's thesis]. [San Francisco, America]: Faculty of San Francisco State University, San Francisco; 2016. [Link]
26. Gao SL, Chan KL. Future orientation and school bullying among adolescents in rural China: The mediating role of school bonding. Sage Open. 2015; 5(1): 21582440145 68463. https://doi.org/10.1177/2158244014568463 [DOI:10.1177/2158244014568463 [Link]]
27. Mizuta A, Okada E, Nakamura M, Yamaguchi H, Ojima T. Association between the time perspective and type of involvement in bullying among adolescents: A cross‐sectional study in Japan. Jpn J Nurs Sci. 2018; 15(2): 156-66. https://doi.org/10.1111/jjns.12182 [DOI:10.1111/jjns.12182‌ [Link]]
28. Longobardi C, Gullotta G, Ferrigno S, Jungert T, Thornberg R, Settanni M. Cyberbullying and cybervictimization among preadolescents: Does time perspective matter?. Scand J Psychol. 2021; 62(2): 259-66. https://doi.org/10.1111/sjop.12686 [DOI:10.1111/sjop. 12686 [Link]]
29. Gall MD, Borg WR, Gall JP. Educational research: An introduction. Longman Publishing; 2006, pp: 451-452. [Link]
30. Espelage DL, Holt MK. Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse. 2001; 2(2-3): 123-142. https://doi: 10.1300/J135v02n02_08. https://doi.org/ 10.1300/J135v02n02_08 [Link] https://doi.org/10.1300/J135v02n02_08 [DOI:10.1300/J135v02n02_08 [Link]]
31. Chalmeh R. Psychometrics Properties of the Illinois Bullying Scale (IBS) in Iranian Students: Validity, Reliability and Factor Structure. Psychological Models and Methods, 2013; 3(11): 39-52. https://dorl.net/dor/20.1001.1. 22285516.1392.3.11.3.5 [Link]
32. Barkley RA. Barkley deficits in executive functioning scale-children and adolescents (BDEFS-CA). Guilford Press; 2012: 61-118 & 153-156. [Link]
33. Zarenezhad S, Soltani Kouh Banani MH, Abazari K. Psychometric Properties of Barkley's Children and Adolescent Functional Performance Scale. Psychology of Exceptional Individuals. 2018; 8(30): 19-45. [Persian]. [DOI:10.22054/jpe.2018.9209 [Link]]
34. Zimbardo PG, Boyd JN. Putting time in perspective: A valid, reliable individual-differences metric. In: Stolarski M, Fieulaine N, van Beek W. (eds) Time Perspective Theory; Review, Research and Application. Springer Cham; 2015, pp: 17-55. https://doi.org/10.1007/978-3-319-07368-2_2 [DOI:10.1007/978-3-319-07368-2_2 [Link]]
35. Golestaneh SM, Nouroozi F. Effectiveness of Time Prespective Therapy on Motivational and Cognitive Strategies in Procrastinition Students of girls of Persian Gulf University. Social Cognition. 2018; 7(1): 121-40. [Persian]. [Link]
36. Pallant J. SPSS survival manual: A step by step guide to data analysis using IBM SPSS. London: Routledge; 2020, pp: 55-89. https://doi.org/10.4324/9781003117452 [DOI:10.4324/9781003117452. [Link]]
Add your comments about this article
Your username or Email:

CAPTCHA



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Nazeri F, Shafieetabar M. The role of executive functions and time perspective components in predicting bullying among students. J Child Ment Health 2024; 11 (1) : 2
URL: http://childmentalhealth.ir/article-1-1363-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 11, Issue 1 (Vol11 No1 Spring 2024- 2024) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.07 seconds with 41 queries by YEKTAWEB 4704