06 Príspevky v zborníkoch

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Prehliadanie 06 Príspevky v zborníkoch podľa Autor "Dulovics, Mário"

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  • Obrázok miniatúry
    Položka
    Monitoring of bullying victims in primary schools
    (Gaudeamus : Hradec Králové, 2026) Dulovics, Mário
    The aim of this paper is a theoretical-empirical analysis of the specifics of bullying, with an emphasis on pupils in the position of victims. In this paper, we present a partial analysis of the results from a nationwide research study focused on monitoring bullying in the school environment. The research was conducted through an electronic questionnaire between December 2024 and June 2025. The scale measuring student victimisation was selfconstructed and was part of a broader questionnaire. The research sample consists of 390 pupils at the second level of primary school from the Bratislava and Trnava regions. Within the research sample, we identified 67 pupils (17.2%) as victims. Of this number, 50 pupils (74.6%) also experienced marginalisation in their class, and seven pupils (10.5%) reported daily fears of being physically or verbally harmed.
  • Obrázok miniatúry
    Položka
    Motivation to engage in online challenges among cyberbullying actors in primary school settings and their risks
    (Hradec Králové : Gaudeamus, 2025) Dulovics, Mário; Riapošová, Michaela
    The paper aims to analyse the motivation of primary school pupils in the roles of cyberbullying actors (aggressors, victims) engaging in online challenges and to bring to light other risks associated with online challenges. As part of empirical research, we used the questionnaire method to address 2,768 primary school pupils in the Slovak Republic. In the research set, we identified 256 (9.3%) aggressors and 322 (11.6%) victims of cyberbullying. Based on the inferential analysis of the data, we identified a statistically significant weak positive relationship between the Cyberaggression Scale and the Social Motivation subscale of the Viral Internet Challenges Scale VICH-S (p= 0.040, rs=128) and also a statistically significant weak positive relationship between the Cyberspace Victimization Scale and subscale Social motivation (p= 0.001, rs=166).
  • Obrázok miniatúry
    Položka
    Prevencia a riešenie kyberšikanovania z aspektu pedagogických a odborných zamestnancov v školách
    (Univerzita Pavla Jozefa Šafárika v Košiciach, 2025) Dulovics, Mário
    The aim of this paper is to analyze the possibilities for preventing and addressing cyberbullying in the school environment from the perspective of teaching and professional staff. Data collection within the framework of empirical research took place in spring 2025 through an online questionnaire conducted in primary and secondary schools across the entire territory of the Slovak Republic. To identify the forms and focus of cyberbullying prevention, we used custom-designed scales. To monitor the approaches of teaching and professional staff in dealing with cyberbullying, we applied a modified version of the Handling Bullying Questionnaire (Bauman et al., 2008). A total of 210 school-based prevention actors participated in the research, including 162 teaching staff and 48 professional staff members. Based on the mean score values, the most frequently applied forms of cyberbullying prevention were identified. Among teaching staff, prevention was most commonly implemented through regular instruction (AM = 2,8), while among professional staff, it was the implementation of prevention projects (AM = 3,3) and lectures (AM = 3,1). The most frequently addressed thematic areas in prevention by teaching staff were: the importance and principles of respectful online behavior (AM = 3,8), and fostering prosocial behavior among pupils (AM = 3,3). Among professional staff, the leading thematic areas focused on developing empathy (AM = 3,9) and fostering prosocial behavior among pupils (M = 3,8). When analyzing approaches to addressing cyberbullying, we identified statistically significant differences between teaching and professional staff in two dimensions: working with the victim (p = 0,044) and indifference (p = 0,033). We also identified a significant difference in the indifference dimension among teaching staff depending on the type of school (p = 0,010), with higher scores recorded among those working in secondary schools.