Bullying roles, moral disengagement, and motivational perceptions among university students.

Abstract

Introduction: Bullying is a significant social problem that affects educational institutions worldwide, including those in Pakistan. This study extends the existing literature by going beyond reporting the prevalence and consequences of bullying in Pakistan. It examines the prevalence of different bully groups among university students (N = 1,034; male = 361; female = 665) and explores the relationships between their characteristics, moral disengagement beliefs, and perceptions about motivations for bullying perpetration.

Methods: The present study used a cross-sectional design. Descriptive analyses, Pearson correlations, one-way ANOVA, and independent t-tests were conducted.

Results: Approximately one-quarter of students identified themselves as victims only, while 14% of students identified themselves as both victims and perpetrators of bullying. Most students reported frustration as the primary motive for engaging in aggressive acts. In addition, students with higher moral disengagement beliefs were more likely to engage in bullying behavior, with the highest correlation observed between moral disengagement and bullying as a means of demonstrating power and superiority. Significant differences in perceived motivations for bullying were also observed between the victim and bully-victim groups. Analyses showed that male students were more likely to be involved in bullying others, while female students showed higher levels of fear of victimization within educational institutions.

Discussion: The results implicate the need for innovations in programs and the inclusion of moral disengagement measures. Identifying the key mechanisms underlying behavioral change away from bullying should be a central focus of anti-bullying prevention and intervention programs.