The Impact of Emotional Intelligence Skills-Based Program in the Development of Attitudes toward School Bullying among Tenth-Grade Students in the Sultanate of Oman
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Jun 20, 2022
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Abstract
This study aimed to identify the impact of emotional intelligence skills-based program in the development of attitudes towards bullying, among tenth-grade students in the Sultanate of Oman. Semi-experimental method was used to achieve the objectives of this study. The researchers developed a training program and administered a questionnaire related to students’ attitude towards bullying. The questionnaire was administered pre and post the training program. The questionnaire was examined for its validity and reliability. The sample consisted of two groups: An experimental (25 students) and a control (29 students). The main results included:
1- There were no statistically significant differences at the level of (at p ≤ 0.05) between the experimental and control groups in the attitude post-administration. The differences found before the program showing that the students in the experimental group were more likely to involve in bullying, these differences disappeared as a result of the training program. 2- There were statistically significant differences (at p ≤ 0.05) in the means of students in the experimental group between pre and post administrations, showing a decrease in the students’ willingness to be involved in bullying.
In light of the findings of the study, a number of recommendations were made, and the most important one is the implementation of the program in other classes, because of its impact on developing students’ attitudes towards bullying.
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Keywords
Emotional intelligenceSchool bullyingSkills-based program
References
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• Abu Ghazal, M. (2009). Bullying and its relationship to feeling, loneliness and social support, (in Arabic). The Jordanian Journal of Educational Sciences, 5(2), 419-431.
• Al-Arimia, S. (2018). The effectiveness of a selective group counseling program in improving the self-concept of adolescents exposed to bullying in the Sultanate of Oman (unpublished master's thesis), (in Arabic). University of Nizwa, Sultanate of Oman.
• Al-Ghafri, H., al-Zafari, S., Al Kharousi, H., al-Busaidi, S., Ambosaidi, A., Al-Rajhi, M., Al Kharousi, B. & Al Hosani, K. (2020). The effectiveness of a training program in developing emotional intelligence among teachers of science, mathematics and the second domain in the Sultanate of Oman, (in Arabic). Journal of Educational and Psychological Sciences, 4(10), 160-192.
• Al-Hajri, S. A. M. (2014). Emotional intelligence and its relationship to bullying behavior among students of grades (5, 7, 9) in the Governorate of Muscat in the Sultanate of Oman (unpublished master's thesis), (in Arabic). Sultan Qaboos University, Sultanate of Oman.
• Al-Samadouni, M. (2007). Emotional intelligence based on its applications and development, (in Arabic). Amman: Dar Al-Fikr.
• Al-Sufi, O. H. & Al-Maliki, F. H. (2012). Bullying in children and its relationship to parenting methods, (in Arabic). Journal of Educational and Psychological Research, 35, 146-188.
• Al-Tawbia, I. M. M. (2013). The effectiveness of a group counseling program in reducing school bullying behavior among eighth and ninth graders in Al Dakhiliyah Governorate in the Sultanate of Oman (unpublished master's thesis), (in Arabic). University of Nizwa, Sultanate of Oman.
• Al-Zoubi, R. M. S. (2015). The degree of awareness of the trainee students about the causes of bullying in the first three grades and their procedures to address it, (in Arabic). Al-Quds Open University Journal of Educational and Psychological Research and Studies, Palestine, 3 (12), 163-196.
• Bar-On, R. (2000). Emotional and Social Intelligence: Insights from the Emotional Quotient Inventory (EQI). In R. Bar-On & J. Parker (Eds.), The Handbook of Emotional Intelligence: Theory, Development, Assessment and Application at Home, School, and in the Workplace (pp. 363-388). San Francisco: JosseyBass.
• Baroncelli A. & Ciucci, E. (2014). Unique effects of Dfferent Components of trait in traditional bullying and cyber emotional intelligence bullying. Journal of Adolescence, 37(6), 807-815.
• Cammack, T. (2005). Long-term impact of elementary school bullying victimization on adolescents. DAI-B, 65(9), 4819-4854.
• Cornell, D. (2015). Authoritative School Climate Survey and School Climate Bullying Survey. Curry School of Education, University of Virginia.
• Darmawan. (2010). Bullying in school: A study of forms and motives of aggression in two secondary school in the city of Palu, Indonesia (A thesis of master published). University of Tromso, Norway.
• Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
• Jaana, J. Cornell, D. Sheras, (2011). Identification of school Bullies by Survey Methods. Professional School Counseling, 9 (4) 3015-313.
• Jan, H., & Husain, S. (2015). Bullying elementary schools: its causes and effects on students. Journal of Education and Practice, 6(19), 2222-1735.
• Koo, H. (2007). A Timeline of the Evolution of School Bullying in Differing Social Context. Asia Pacific Education Review, 8(1), 107-116.
• Kurdi, S. (2007). The effectiveness of a suggested counseling program in developing aspects of emotional intelligence among kindergarten children in Madinah (unpublished master's thesis), (in Arabic), Taibah University, Saudi Arabia.
• Limo, S. (2015). Bulling among teenagers and its effects (Bachelor`s thesis published). Turku University of applied sciences, Finland.
• Mustaffa, S., Nasirb, Z., Azizb, R., Mahmoodc, M. N. (2013). Emotional intelligence, skills competency and personal development among counseling teachers. Procedia-Social and behavioral sciences, 93, 2219-2223.
• National Association of School Psychologists (2012). A Framework for school- wide bullying prevention and safety. Retrieved from https://www.nasponline.org/x33022.xml
• Olweus, D. (1993). Bulling at school: what we know and what we can do. Oxford: Blackwell.
• Plaford, G. R. (2006). Bullying and the Brain: Using cognitive and emotional intelligence to help kids cope. Lanham: Rowman & Littlefield Education.
• Safety Retrieve on August 9, 2014, http://www.nasponline.org/about_nas p/position paper
• Schokman, C., Downey, L., Lomas, J., Wellham, D., Wheaton, A., Simmons, N., Stough, C. (2014). Emotional intelligence, victimisation, bullying behaviours and attitudes. Learning and Individual Differences, 36, 194-200. http://dx.doi.org/10.1016/j.lindif.2014.10.013
• Sekol, I., & Farrington, D. P. (2016). Personal characteristics of bullying victims in residential care for youth. Journal of Aggression, Conflict and Peace Research, 8(2), 99-113. https://doi.org/10.1108/JACPR-11-2015-0198
• Sharif, I. H. S. (2018). The role of school administration in addressing the phenomenon of school bullying in the intermediate stage from the point of view of male and female students in Jeddah, (in Arabic). Journal of the College of Education in Assiut, Egypt, 34(3), 122-150.
• أبو الفضل، محمود عبد الستار وحسن، ياسر عبد الله حفني. (2017). فاعلية برنامج إرشادي انتقائي في تنمية الذكاء الانفعالي وأثره على مستوى التنمر المدرسي لدى تلاميذ المرحلة الثانية من التعليم الأساسي المعاقين سمعيًا. مجلة التربية الخاصة، مصر، 18، 1-90.
• أبو غزال، معاوية. (2009). الاستقواء وعلاقته بالشعور والوحدة والدعم الاجتماعي. المجلة الأردنية في العلوم التربوية، 5(2)، 419-431.
• التوبية، ابتسام بنت منصور بن محمد. (2013). فاعلية برنامج إرشاد جمعي في خفض سلوك التنمر المدرسي لدى طلاب الصفين الثامن والتاسع بمحافظة الداخلية في سلطنة عمان ]رسالة ماجستير غير منشورة[. جامعة نزوى، سلطنة عمان.
• الحجري، سعيد بن عامر بن محمد. (2014). الذكاء الانفعالي وعلاقته بسلوك التنمر لدى طلبة الصفوف (5، 7، 9) في محافظة مسقط بسلطنة عمان ]رسالة ماجستير غير منشورة[. جامعة السلطان قابوس، سلطنة عمان.
• الزعبي، ريم محمد صايل. (2015). درجة وعي الطالبات المتدربات بأسباب ظاهرة التنمر في الصفوف الثلاثة الأولى وإجراءاتهن للتصدي لها. مجلة جامعة القدس المفتوحة للأبحاث والدراسات التربوية والنفسية، فلسطين، 3(12)، 163-196.
• السمادوني، السيد. (2007). الذكاء الوجداني: أسسه، وتطبيقاته، وتنميته. دار الفكر، عمان، الأردن.
• الشريف، إلهام حامد سلامة. (2018). دور الإدارة المدرسية في معالجة ظاهرة التنمر المدرسي بالمرحلة المتوسطة من وجهة نظر الطلاب والطالبات بمدينة جدة. مجلة كلية التربية بأسيوط، مصر، 34(3)، 122-150.
• الصوفي، أسامة حميد والمالكي، فاطمة هاشم. (2012). التنمر عند الأطفال وعلاقته بأساليب المعاملة الوالدية. مجلة البحوث التربوية والنفسية، 35، 146-188.
• العريمية، شيماء. (2018). فاعلية برنامج إرشادي جمعي انتقائي في تحسين مفهوم الذات لدى المراهقين المعرضين للتنمر في سلطنة عمان ]رسالة ماجستير غير منشورة[. جامعة نزوى، سلطنة عمان.
• الغافري، حمد والظفري، سعيد والخروصي، حسين والبوسعيدي، صالح وأمبوسعيدي، عبد الله والراجحي، مروة والخروصي، بدر والحوسني، خولة. (2020). فاعلية برنامج تدريبي في تنمية الذكاء الوجداني لدى معلمي العلوم والرياضيات والمجال الثاني بسلطنة عمان. مجلة العلوم التربوية والنفسية، 4(10)، 160-192.
• كردي، ساندي. (2007). فاعلية برنامج إرشادي مقترح في تنمية جوانب الذكاء العاطفي لدى أطفال الروضة بالمدينة المنورة ]رسالة ماجستير غير منشورة[. جامعة طيبة، المملكة العربية السعودية.
• Abu Ghazal, M. (2009). Bullying and its relationship to feeling, loneliness and social support, (in Arabic). The Jordanian Journal of Educational Sciences, 5(2), 419-431.
• Al-Arimia, S. (2018). The effectiveness of a selective group counseling program in improving the self-concept of adolescents exposed to bullying in the Sultanate of Oman (unpublished master's thesis), (in Arabic). University of Nizwa, Sultanate of Oman.
• Al-Ghafri, H., al-Zafari, S., Al Kharousi, H., al-Busaidi, S., Ambosaidi, A., Al-Rajhi, M., Al Kharousi, B. & Al Hosani, K. (2020). The effectiveness of a training program in developing emotional intelligence among teachers of science, mathematics and the second domain in the Sultanate of Oman, (in Arabic). Journal of Educational and Psychological Sciences, 4(10), 160-192.
• Al-Hajri, S. A. M. (2014). Emotional intelligence and its relationship to bullying behavior among students of grades (5, 7, 9) in the Governorate of Muscat in the Sultanate of Oman (unpublished master's thesis), (in Arabic). Sultan Qaboos University, Sultanate of Oman.
• Al-Samadouni, M. (2007). Emotional intelligence based on its applications and development, (in Arabic). Amman: Dar Al-Fikr.
• Al-Sufi, O. H. & Al-Maliki, F. H. (2012). Bullying in children and its relationship to parenting methods, (in Arabic). Journal of Educational and Psychological Research, 35, 146-188.
• Al-Tawbia, I. M. M. (2013). The effectiveness of a group counseling program in reducing school bullying behavior among eighth and ninth graders in Al Dakhiliyah Governorate in the Sultanate of Oman (unpublished master's thesis), (in Arabic). University of Nizwa, Sultanate of Oman.
• Al-Zoubi, R. M. S. (2015). The degree of awareness of the trainee students about the causes of bullying in the first three grades and their procedures to address it, (in Arabic). Al-Quds Open University Journal of Educational and Psychological Research and Studies, Palestine, 3 (12), 163-196.
• Bar-On, R. (2000). Emotional and Social Intelligence: Insights from the Emotional Quotient Inventory (EQI). In R. Bar-On & J. Parker (Eds.), The Handbook of Emotional Intelligence: Theory, Development, Assessment and Application at Home, School, and in the Workplace (pp. 363-388). San Francisco: JosseyBass.
• Baroncelli A. & Ciucci, E. (2014). Unique effects of Dfferent Components of trait in traditional bullying and cyber emotional intelligence bullying. Journal of Adolescence, 37(6), 807-815.
• Cammack, T. (2005). Long-term impact of elementary school bullying victimization on adolescents. DAI-B, 65(9), 4819-4854.
• Cornell, D. (2015). Authoritative School Climate Survey and School Climate Bullying Survey. Curry School of Education, University of Virginia.
• Darmawan. (2010). Bullying in school: A study of forms and motives of aggression in two secondary school in the city of Palu, Indonesia (A thesis of master published). University of Tromso, Norway.
• Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
• Jaana, J. Cornell, D. Sheras, (2011). Identification of school Bullies by Survey Methods. Professional School Counseling, 9 (4) 3015-313.
• Jan, H., & Husain, S. (2015). Bullying elementary schools: its causes and effects on students. Journal of Education and Practice, 6(19), 2222-1735.
• Koo, H. (2007). A Timeline of the Evolution of School Bullying in Differing Social Context. Asia Pacific Education Review, 8(1), 107-116.
• Kurdi, S. (2007). The effectiveness of a suggested counseling program in developing aspects of emotional intelligence among kindergarten children in Madinah (unpublished master's thesis), (in Arabic), Taibah University, Saudi Arabia.
• Limo, S. (2015). Bulling among teenagers and its effects (Bachelor`s thesis published). Turku University of applied sciences, Finland.
• Mustaffa, S., Nasirb, Z., Azizb, R., Mahmoodc, M. N. (2013). Emotional intelligence, skills competency and personal development among counseling teachers. Procedia-Social and behavioral sciences, 93, 2219-2223.
• National Association of School Psychologists (2012). A Framework for school- wide bullying prevention and safety. Retrieved from https://www.nasponline.org/x33022.xml
• Olweus, D. (1993). Bulling at school: what we know and what we can do. Oxford: Blackwell.
• Plaford, G. R. (2006). Bullying and the Brain: Using cognitive and emotional intelligence to help kids cope. Lanham: Rowman & Littlefield Education.
• Safety Retrieve on August 9, 2014, http://www.nasponline.org/about_nas p/position paper
• Schokman, C., Downey, L., Lomas, J., Wellham, D., Wheaton, A., Simmons, N., Stough, C. (2014). Emotional intelligence, victimisation, bullying behaviours and attitudes. Learning and Individual Differences, 36, 194-200. http://dx.doi.org/10.1016/j.lindif.2014.10.013
• Sekol, I., & Farrington, D. P. (2016). Personal characteristics of bullying victims in residential care for youth. Journal of Aggression, Conflict and Peace Research, 8(2), 99-113. https://doi.org/10.1108/JACPR-11-2015-0198
• Sharif, I. H. S. (2018). The role of school administration in addressing the phenomenon of school bullying in the intermediate stage from the point of view of male and female students in Jeddah, (in Arabic). Journal of the College of Education in Assiut, Egypt, 34(3), 122-150.
• أبو الفضل، محمود عبد الستار وحسن، ياسر عبد الله حفني. (2017). فاعلية برنامج إرشادي انتقائي في تنمية الذكاء الانفعالي وأثره على مستوى التنمر المدرسي لدى تلاميذ المرحلة الثانية من التعليم الأساسي المعاقين سمعيًا. مجلة التربية الخاصة، مصر، 18، 1-90.
• أبو غزال، معاوية. (2009). الاستقواء وعلاقته بالشعور والوحدة والدعم الاجتماعي. المجلة الأردنية في العلوم التربوية، 5(2)، 419-431.
• التوبية، ابتسام بنت منصور بن محمد. (2013). فاعلية برنامج إرشاد جمعي في خفض سلوك التنمر المدرسي لدى طلاب الصفين الثامن والتاسع بمحافظة الداخلية في سلطنة عمان ]رسالة ماجستير غير منشورة[. جامعة نزوى، سلطنة عمان.
• الحجري، سعيد بن عامر بن محمد. (2014). الذكاء الانفعالي وعلاقته بسلوك التنمر لدى طلبة الصفوف (5، 7، 9) في محافظة مسقط بسلطنة عمان ]رسالة ماجستير غير منشورة[. جامعة السلطان قابوس، سلطنة عمان.
• الزعبي، ريم محمد صايل. (2015). درجة وعي الطالبات المتدربات بأسباب ظاهرة التنمر في الصفوف الثلاثة الأولى وإجراءاتهن للتصدي لها. مجلة جامعة القدس المفتوحة للأبحاث والدراسات التربوية والنفسية، فلسطين، 3(12)، 163-196.
• السمادوني، السيد. (2007). الذكاء الوجداني: أسسه، وتطبيقاته، وتنميته. دار الفكر، عمان، الأردن.
• الشريف، إلهام حامد سلامة. (2018). دور الإدارة المدرسية في معالجة ظاهرة التنمر المدرسي بالمرحلة المتوسطة من وجهة نظر الطلاب والطالبات بمدينة جدة. مجلة كلية التربية بأسيوط، مصر، 34(3)، 122-150.
• الصوفي، أسامة حميد والمالكي، فاطمة هاشم. (2012). التنمر عند الأطفال وعلاقته بأساليب المعاملة الوالدية. مجلة البحوث التربوية والنفسية، 35، 146-188.
• العريمية، شيماء. (2018). فاعلية برنامج إرشادي جمعي انتقائي في تحسين مفهوم الذات لدى المراهقين المعرضين للتنمر في سلطنة عمان ]رسالة ماجستير غير منشورة[. جامعة نزوى، سلطنة عمان.
• الغافري، حمد والظفري، سعيد والخروصي، حسين والبوسعيدي، صالح وأمبوسعيدي، عبد الله والراجحي، مروة والخروصي، بدر والحوسني، خولة. (2020). فاعلية برنامج تدريبي في تنمية الذكاء الوجداني لدى معلمي العلوم والرياضيات والمجال الثاني بسلطنة عمان. مجلة العلوم التربوية والنفسية، 4(10)، 160-192.
• كردي، ساندي. (2007). فاعلية برنامج إرشادي مقترح في تنمية جوانب الذكاء العاطفي لدى أطفال الروضة بالمدينة المنورة ]رسالة ماجستير غير منشورة[. جامعة طيبة، المملكة العربية السعودية.
How to Cite
ALKhanbashi, Khawla Khalifa Mohammed, Said Suliman Aldhafri, Azza Ahmed Abdullah ALKharosi, and Faiza Musabah Hassan ALMubaihsi. 2022. “The Impact of Emotional Intelligence Skills-Based Program in the Development of Attitudes Toward School Bullying Among Tenth-Grade Students in the Sultanate of Oman”. Journal of Educational Sciences – Qatar University 19 (19):57-79. https://doi.org/10.29117/jes.2022.0074.
Section
Articles in Arabic