rivista italiana di economia demografia e statistica - Sieds
rivista italiana di economia demografia e statistica - Sieds
rivista italiana di economia demografia e statistica - Sieds
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36<br />
Riferimenti bibliografici<br />
Volume LXV n. 1 – Gennaio-Marzo 2011<br />
ARORA C. M. (1991). The use of victim support groups in Practical Approaches to<br />
Bullying. Eds. P.K. Smith & D. Thompson, Fulton, London, pp. 37-47.<br />
GAGLIARDINI I., BORTONE G. (2007). L’aggressività e il bullismo nella scuola:<br />
prevenzione ed intervento. E<strong>di</strong>zioni kappa universitaria, Roma.<br />
HARACHI T., CATALANO R., HAWKINS J. (1999). The Nature of School Bullying: A<br />
Cross-National Perspective, in P. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano,<br />
and P. Slee (Eds.), London and New York: Routledge<br />
OLWEUS D. (2001). Bullismo a scuola. Ragazzi oppressi, ragazzi che opprimono, Giunti<br />
E<strong>di</strong>tore, Firenze.<br />
PITTS J., SMITH P. (1995). Preventing school bullying. Barry Webb E<strong>di</strong>tor, London.<br />
SUMMARY<br />
The aim of this work is to verify if demographic variables and other social and<br />
contest variables can have a <strong>statistica</strong>lly significant weight on the behaviour of<br />
bully and victim in the scholastic context. To this purpose, a survey was done in<br />
some high schools in Barcellona Pozzo <strong>di</strong> Gotto (ME), to better understand how<br />
the youngsters live their relationship with peers. The focus of the research was put<br />
on the five grades of stu<strong>di</strong>es. Half of the schools sections were sampled. In the first<br />
step it was done an accurate descriptive analysis. Afterward, trough the use of the<br />
logistic regression, two models were chosen: the first considered as dependent<br />
variable who attended to bullying and the second who suffered from bullying.<br />
Both models evidence a total non significance of the demographic variables.<br />
The first model exhibits the home-school route and the attitude toward the bully as<br />
significant variables. The second model shows that the variable regar<strong>di</strong>ng the<br />
school and the variable regar<strong>di</strong>ng who is bullying are significant.<br />
___________________________<br />
Giuseppe AVENA, Ricercatore <strong>di</strong> Statistica Sociale, Facoltà <strong>di</strong> Scienze Statistiche,<br />
Università <strong>di</strong> Messina.<br />
Santina PILATO, Dottore <strong>di</strong> Ricerca in Statistica e Risorse Ambientali, Università<br />
<strong>di</strong> Messina.