The social and emotional wellbeing of students who bully different ...

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42% say they are disorganised. This compares with only 24% of students who do not bully whosay they give up too easily while 21% say they are disorganised.Table 1.8 A Comparison of Indicators of a Positive Work Orientation for Students WhoBully with Students Who Do Not Bully (Student Survey)INDICATORS OF A POSITIVE WORKORIENTATIONStudents Who Bully Students Who DoNot Bully46. I do not believe that I shouldn’t have to do55% 68%schoolwork that is boring.24. I am confident when doing difficult schoolwork. 60% 71%31. I do not think that when I don’t understand57% 73%something, that “I really don’t have what it takes tobe successful.”36. I do not give up too easily when I don’t53% 76%understand something or something is boring.37. I think about planning my time so I get all my59% 73%work and jobs done.26. I am not disorganised (I do not forget material I58% 79%need for class, I am not messy, I write downhomework clearly).25. I am persistent and try hard to complete all my76% 89%schoolwork.38. I am good at working cooperatively with others 78% 89%on projects.50. I am helpful when working with classmates. 76% 88%48. I want to do my very best in school. 89% 95%The data provided by teachers indicate much lower percentages of students who bully displayingdifferent indicators of a positive work orientation in comparison with students who do not bully(see Table 1.9). The exception is revealed on items that ask about student work confidence wherepercentages of students are about the same for the two groups of students.Table 1.9 A Comparison of Indicators of a Positive Work Orientation for Students WhoBully with Students Who Do Not Bully (Teacher Survey)INDICATORS OF A POSITIVE WORKORIENTATIONStudents Who Bully Students Who DoNot Bully84. Does not lose concentration when faced with39% 60%demanding learning tasks.**76. Raises hand to answer a difficult question.** 61% 58%31. Shows real confidence about doing difficult34% 60%schoolwork.*32. Puts in extra effort in subjects/classes he/she26% 66%finds difficult.64. Checks work when completed to make sure it’scorrect.*27% 64%16
71. When learning something new or difficult,53% 70%shows independence by not immediately for teacherhelp.**43. Plans his/her time so that gets work done when34% 69%due.85. Does not have a hard time settling down after51% 66%participating in an exciting or physical activity.**42. Does not become easily frustrated and does not35% 71%up when attempting a new task that he/she findsdifficult.33. Is organised (does not forget things, is not40% 74%messy, writes down homework assignments clearly).65. Makes sure he/she understands the teacher’s35% 74%instructions before beginning an assignment.*67. Believes he/she has what it takes to be44% 73%successful, even in difficult subjects/classes.*80. Does not get easily overwhelmed when he/she59% 77%does not understand something.**81. Displays confidence when trying new72% 75%activities.**62. Understands that mistakes are a natural part of54% 80%learning.*66. Does not put him/herself down when he/she does61% 79%not do well on a piece of work.*54. Wants to do his/her best in schoolwork. 48% 85%44. Is good at working cooperatively with others on36% 85%projects.68. Has skills needed to work on group41% 88%projects/assignments.*53. Does not think that everything he/she does at47% 88%school should be fun/exciting and if it isn’t, he/sheshouldn’t have to do it.79. Puts away materials in appropriate storage71% 91%areas.**Important Notes:(*) are items that only appear on Social andEmotional Well-Being Survey (Teacher Form –Years 2-12).(**) are items that only appear on Survey of YoungChildren’s Social and Emotional Well-BeingItems in each category are ordered from highest tolowest amount that item represents of total SEWBData on environmental indicators that support student SEWB indicate that as a rule a slightlysmaller percentage of students who bully perceive positive indicators than observed for studentswho do not bully (see Table 1.10). The main exception to this is the relatively lower percentageof students who bully who perceive that their friends work hard and behave well in comparisonwith students who do not bully who say that their friends work hard and behave well.17
Page 1 and 2: NCAB Conference Presentation“The
Page 4 and 5: SEWB are inclusive such that studen
Page 6 and 7: Factors that Contribute to Young Pe
Page 8 and 9: 1.1 Students Who Bully: Summary Des
Page 10 and 11: 13. I do not use drugs.* 86% 95%Imp
Page 12 and 13: Table 1.4 A Comparison of Indicator
Page 14 and 15: Table 1.6 A Comparison of Indicator
Page 18 and 19: Table 1.10 A Comparison of School,
Page 20 and 21: Unique Social and Emotional Charact
Page 41 and 42: Goals of You Can Do It! Educationfo

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