Bullying and Self-Concept Among Senior High School

International Peer Reviewed Journal
Vol. 45 · July 2021 Print ISSN 2012-3981

DOI: https://doi.org/10.7719/jpair.v45i1.764 Online ISSN 2244-0445
Bullying and Self-Concept among

Senior High School Students
RYAN G. PONCE
http://orcid.org/0000-0002-7615-5194
[email protected]
Saint Dominic College of Batanes, Inc.
Basco, Batanes, Philippines
PERRIK I. BAYARAS
http://orcid.org/0000-0001-8531-9747
[email protected]
HYA MARIE BLANCA

http://orcid.org/0000-0002-2418-9624
[email protected]
VANESSA V. GUTIERREZ
http://orcid.org/0000-0001-9842-3586
[email protected]
VANCE LOUIE HORBINO

http://orcid.org/0000-0003-4612-5928
[email protected]
1
JPAIR Multidisciplinary Research
JEROME VINCENT VILLARUEL

http://orcid.org/0000-0002-0688-3188
[email protected]
WILLIAM JO SE M. BILLOTE
http://orcid.org/0000-0002-4762-7551
[email protected]
Batanes State College
Originality: 100% • Grammar Check: 98% • Plagiarism: 0%

This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License.
ABSTRACT
Bullying takes many forms, serves different functions, and is manifested in

different patterns of relationships. This study employed a descriptive research
design that aimed to identify and describe the forms of bullying experienced by
32 senior high school students of Saint Dominic College of Batanes, Inc. and
how their bullying experiences affect their self-concept. Inventory questionnaires
were utilized to gather data. Using Mean Analysis, ANOVA One-Way Repeated
Measures, and Pearson’s Correlation Coefficient, the following were revealed.
Firstly, senior high school students often experienced Verbal, Psychological, and
Social forms of bullying and seldom experienced Cyber and Physical forms of
bullying. However, the more prevalent forms of bullying experienced by senior
high school students were Verbal, Psychological, Social, and Cyber. Secondly,
bullying and self-concept have a significant moderate negative correlation,
suggesting a substantial and inverse relationship. Lastly, Physical Appearance,
Conduct/Morality, and Peer Acceptance are the areas of self-concept often
influenced by bullying among senior high school students. On the other hand,
Scholastic Competence and Athletic Competence are the areas of self-concept
seldom influenced by bullying among senior high school students. However,
Physical Appearance, Conduct/Morality, and Peer Acceptance are the areas of
self-concept more influenced by bullying among senior high school students.
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Keywords — Bullying, Self-Concept, Senior High School Students,

Descriptive Research, Quantitative, Batanes, Philippines
INTRODUCTION
The school should be a safe place for each student. It should be a place
where students go to learn and not be afraid. The students’ experiences in
schools are essential to their successful transition into adulthood. According to
De Wet (2007), it is in the school where students negotiate and re-negotiate
their relationships, self-image, and independence. It is also a place where they
cultivate interpersonal skills, discover and refine their strengths, and struggle
with vulnerabilities. On the other hand, senior high school is an opportunity for
educators to build citizenship, character, and self-responsibility with students.
For others, this may be an opportunity to change behaviors associated with
bullying before they become adults.
The students’ perceptions of school are associated with students’ well-
being (Minkkinen, 2015), health behavior (Ilona et al., 2012), and academic
achievement (Freeman et al., 2009). Contrastingly, negative perceptions of
school or a poor school climate are associated with being bullied (Erginoz et al.,
2015; Glew et al., 2008; Turner et al., 2014). According to a study by Harel-
Fisch et al. (2011), negative perceptions of the school are strongly associated with
bullying. Because of this, the experience of being bullied has a negative impact
on the students’ connectedness to the school. With this, the school, as a learning
environment, becomes a ground for bullying.
Bullying is defined as the continuous and repetitive negative actions of one
or more students who are focused on harming and hurting others consciously
by abuse of power (Olweus, 1994). Similarly, Srabstein and Leventhal (2010)
describe bullying as a multifaceted form of mistreatment, mostly observed in
schools and the workplace. It is described as a perennial exposure of a person to
aggressions, either physically or emotionally. This includes teasing, name-calling,
threats, ridicule, aggravation, taunting, hazing, social exclusion, or rumors or
gossips.
School bullying, then, can be defined as the victimization and intimidation of
students by their fellow peers within the school environment. This happens when
students are frequently and repeatedly intimidated or victimized by powerful
peers over a period of time. This results in psychological effects to the student
being bullied (Undheim & Sund, 2010). Repeated threatening, verbal cursing,
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teasing, physical attacks, or exclusion occurs anywhere and anytime within the
school environment. School bullying has been a major social problem that affects
children and adolescents in all parts of the world, and about one in ten high school
students is bullied (Hong & Espelage, 2012). It is a type of violence that poses
threats to young people’s well-being. It creates effects on the individual, family,
school, and society as a whole. This results in feeling powerless, intimidated, and
humiliated among young people.
Bullying is a common occurrence in schools, and it varies greatly from
school to school (Blosnich & Bossarte, 2011). Regardless of one’s status and
personal background, bullying can happen to anyone at school. According to
the American Psychological Association (2011), seventy percent of high school
students have experienced bullying. Twenty to forty percent report being bullied
or being part of bullying, five to fifteen percent are chronic victims, and seven to
twelve percent are chronic bullies. These statistics show that bullying is prevalent
in most schools. It usually occurs in schools where individuals use their strength
in inflicting harm to others. It can happen in secluded places such as locker rooms
and playgrounds, especially when no teachers to monitor students. The basis of a
bully’s strength is either physical strength, age, financial situation, social level, or
technological skills. Congruently, according to the National Center for Education
Statistics, almost a third of students aged 12-18 reported having experienced
being bullied at school and some almost daily. Fifty-six percent of students have
personally witnessed some kind of bullying at school (Siddiqui, 2018). Research
studies report a high prevalence of bullying worldwide among senior high school
students, and as a result, there is an increase in somatic complaints, depression,
anxiety, school refusal, and overall lower self-esteem in students who are bullied
(Bowllan, 2011). Overall, it can affect the students academically and harm them
physically and psychologically, resulting in a long-term impact on their lives.
According to Al-Raqqad et al. (2017), school bullying harms others.
In Singapore, it has been reported that approximately one in four senior
high school students surveyed was a victim of bullying and were victimized at
least twice every single month for one school year (Holt et al., 2013). There
have also been several studies on bullying in Malaysia. A study carried out by
Noran-Fauziah (2004) on a group of students found that 95.8% of senior high
school students were psychologically bullied, and 65.3% were physically bullied
as well. Similarly, traditional bullying is much more common among Vietnamese
school students. Findings show that 60% of senior high school students engaged
in bullying roles as the victim, bully, or bully-victim (Le et al., 2017). In the
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Philippines, a study conducted by Ancho and Park (2013) revealed that bullying
is experienced by one in two Filipino high school students. In the same study,
it was specified that an Australian newspaper stated that fifty percent of Filipino
high school students are being bullied in school. Also, students in the Philippines
had led the record of experiencing different types of bullying. This includes being
made fun of or called names, left out of activities by others, and made to do
things the bullied did not want to. Contrastingly, previous studies revealed that
Islamic countries such as Indonesia reported a lower rate of bullying incidences.
The percentage of Indonesian students aged 13-17 years old who experienced
bullying was only 20.6%, whereas prevalence in Southeast Asian countries of
the same age group ranged from 28.3% to 51% (World Health Organization &
Centers for Disease Control and Prevention, 2013)—considering that Indonesia
has the world’s largest Muslim population and their teaching on not inflicting
harm on oneself or others might affect the difference in the prevalence of bullying
(World Health Organization - Regional Office for the Eastern Mediterranean,
2004).
With the prevalence of bullying across countries and schools, it is important
to note the factors causing school bullying. According to Tambawal and
Umar (2017), the factors can be categorized into two – environmental and
psychological factors. Since one of the factors that cause school bullying is
defective or wrong upbringing, there are homes where discipline is either too
harsh in society, especially if corporal punishment is frequently resorted to, or
too lenient, especially if the child is always permitted to do all that he wishes,
evil deeds without anyone deterring him. These extreme upbringing cases are
defective because they lead to a lack of internalizing of the child’s right or correct
behavior. The poor parent-child relationship is another environmental cause of
bullying. Research findings suggest that children who are not very well attached
to their parents are more likely to bully their peers. In contrast, children who have
positive relationships with their parents are less likely to participate in bullying
(Omoteso, 2010).
On the one hand, psychological factors and personality traits can make
an individual become bullied. These personality traits include anger, jealousy,
aggression, insensitivity, low self-esteem, cruelty, the desire to control others, by
all means, lack of self-confidence (Williams, 1993), and lack of social skills that
often lead to difficulties in managing positive relationships (James, 2010).
There are various causes of bullying in schools. This indicated that personality
and typical reaction patterns, combined with physical strength or weakness level,
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can explain bullying problems development in students. These factors help

determine such problems in school with other environmental impacts (e.g.,
teachers’ attitudes, behaviors, and supervisory routines). Similarly, parents greatly
impact this concern, especially when they use aggression to meet their needs or
use harsh and aggressive discipline methods. These will contribute their children
to engage in aggressive behavior such as bullying (Omoteso, 2010).
Those who are victims of those who have experienced being bullied can
suffer from short-term and long-term emotional and behavioral problems
(Banks, 2000). Victims of bullying have a higher risk of developing depression
and anxiety, which may persist until adulthood. People who are bullied have
increased suicidal thoughts that can also continue when they are adults. Research
shows that bullying can also have negative academic, physical, social, emotional,
and psychological consequences for those who bully, those who are bullied, and
the witnesses of the violence. It can as well greatly affect the overall climate of the
school. Bullying is often accompanied by isolation and exclusion. This not only
denies Students Company friendship and social interaction but can also cause
them to feel incompetent and unattractive. Those who have experienced being
bullied often have difficulty forming relationships and leadless successful lives
(Sullivan, 2000). As a result of peer victimization, they may often feel sadness,
hurt, and rejection.
Additionally, persistent bullying erodes the victim’s self-confidence, induces
serious health problems. Some may also develop post-traumatic stress disorder
(Carney, 2008). The psychosocial consequences of bullying are also significant
since bullying victims have reported increased rates of depression, suicidal ideation,
and loneliness (Van der Wall, De Wit, & Hirasing, 2003). Hence, significant
stressors, such as victimization, are presumed to damage normal psychosocial
processes responsible for developing a positive self-concept (Finkelhor, Ormrod,
& Turner, 2010).
According to Oyserman and Markus (1998, as cited in Oyserman et al.,
2012), self-concept is a cognitive structure that can include content, attitudes, or
evaluative judgments. It is used to make sense of the world, focus attention on
goals, and protect one’s sense of basic worth. A positive self-concept is important
for mental health and positive development during adolescence since it protects
against common problem behaviors. Ybrandt (2008) suggests that the strength
of the relations between self-concept and problem behaviors was dependent
on gender and age. Gender differences in self-image ratings were identified for
social functioning and vocational attitudes, with females reporting more positive
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attitudes than males. This finding is consistent with the theory suggesting that
women are often more relational than men (Kenny et al., 2005).
Additionally, Hines (2011) indicates that there is a negative correlation
between traditional bullying and self-concept. Those students who reported
being victims of traditional bullying and cyberbullying reported the lowest self-
concept among all the participants. Moreover, Rath and Nanda (2012) stated
that academically competent adolescents have higher physical, moral, personal,
family, social, and overall self-concept than less-competent ones. The strength
of association between personal self-concept and overall self-concept in boys is
higher than in girls. Similarly, the strength of association between physical self-
concept and overall self-concept and social self-concept and overall self-concept
is higher in girls than boys.
One important dimension of self-concept, which is dominant among
students, is family. According to Yahaya et al. (2009), students who feel their
presence is being accepted, needed, loved, and appreciated would have high
respect for their families. Families who are not careful of the atmosphere at
home may provide a protected environment where negative personality traits
and characteristics are more accepted and do not necessarily lead to bullying. On
the other hand, an environment that is emotionally unstable can become a factor
for a student to be involved in bullying at school. Since individuals acquire their
self-concept with their interactions with others, internalizing their experiences,
especially those adverse life experiences such as bullying, may lead them to believe
that they are worthless and failures. Also, the results of bullying targets showed
larger significant negative relations with the self-concepts factors of general self-
esteem, opposite sex, same-sex, physical appearance, parent relations, emotional
and verbal self-concepts.
This study was conceived to determine if bullying influences the self-concept
of senior high school students. It aims to increase awareness within the school
and assess the said phenomenon’s level of occurrence. Knowing this may help
establish a concrete foundation for school administration and personnel to derive
policies and changes that will substantially lessen, if not eradicate, bullying in the
school and raise awareness among students and parents.
FRAMEWORK
Presented in this section are the different variables that underpin the study.
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Bullying
The basic concept of bullying involves two people, the bully, and the victim.
Bullying commonly includes the set of physical and/or verbal behaviors that a
person or group of persons directs against another. The behaviors associated with
bullying are aggressive, repetitive, and abusive of power that intends to cause
harm to a victim (Olweus 1993, as cited in Benítez & Justicia, 2012). Bullying
can also be defined as a specific type of aggression in which behavior is intended
to harm or disturb. An imbalance of power is present (e.g., a more powerful
individual attacking a less powerful one), behavior repeatedly occurs over time
(Coy, 2001).
Types of Bullying
There are two major subtypes of bullying, and these are direct and indirect
bullying. It is termed direct bullying because hostile behaviors involve physical
and/or verbal harm. According to Dedousis-Wallace and Shute (2009), direct
bullying is usually an objective, easy to detect behavior that is regarded as clearly
unacceptable and necessitating teacher intervention. Physical, verbal, gesture,
extortion, and exclusion are forms of direct bullying. Physical bullying means
using a body part to cause harm to others (e.g., punching, kicking, spitting,
and stealing). Verbal bullying means an individual uses words to hurt someone
(e.g., name-calling, teasing, threatening through words, and saying put-downs).
Gesture bullying means using non-verbal aggressive and threatening movements
(e.g., dirty look and throat-slitting). Extortion bullying means that an individual
demands the victim’s money, food, and equipment just for the fun of it and
follows it with a threat if the victim does not comply. Exclusion bullying means
socially rejecting someone (e.g., ignoring, silent treatment, and giving a cold
shoulder).
On the other hand, indirect bullying focuses on the emotional aspect of
the victim, often causing too much damage to an individual’s state of mind.
The amount of harm varies from one victim to another, making the destruction
difficult to measure. This bullying subtype primarily consists of relational
aggression, which includes the social exclusion of victims through manipulating
social relationships by bullies or injuring the victims’ reputations (Merrell et al.,
2008). Some relational bullying forms include gossiping, slandering, sabotage,
and convincing peers to exclude victims (Hinduja & Patchin, 2010). Bullying
can also include social, emotional, and cyberbullying. Social bullying is associated
with the use of words that describe someone negatively. It comes in the form
of spreading rumors or gossips and making someone uncomfortable in public.
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The use of words to insult, shock, and tease that can hurt someone’s feelings is
emotional bullying. On the other hand, cyberbullying, also known as online
social cruelty or electronic bullying, is an offensive, deliberate act carried out
regularly and over time by an individual or a group of individuals against another
individual (Smith et al., 2008).
Physical Bullying. According to Rigby (2001, as cited in Hines, 2011),
physical bullying is often referred to as “schoolyard bullying” and usually, like
social and verbal bullying, involves a power imbalance between the bully and
the victim, preventing the victim from defending him/her against the bully
and repetition of the abuse. Physical bullying entails physical attacks, such as
punching, pushing, kicking, choking, and violently taking this from the victim.
Physical bullying is the most evident and, therefore, the most readily identifiable
form of bullying. It accounts for less than one-third of bullying incidents reported
by children (Coloroso, 2008). Moreover, physical bullying involves behaviors
whereby the perpetrator might punch, hit, and/or steal money from the victim
(Salmivalli et al., 1998). Hence, academic institutions need to maintain a safe
and orderly learning environment because of the challenges brought about by
physical (Larson, 2005).
Social Bullying. Social bullying is often known as relational bullying
(Coloroso, 2008). Psychological damage and social system exploitation usually
involve intentional exclusion from or coercion within a social community (Lee,
2004). This form of bullying includes circumstances where the perpetrator
spreads gossips and rumors, teases other individuals, and bites back. In senior
high school, social bullying can take the form of teasing unpopular students.
Examples of behaviors that a bully displays to gain control over another individual
are ridiculing an individual’s clothing, making fun of the way one speaks, and
insulting one’s academic achievements, race, or culture (O’Moore & Minton,
2004).
Verbal Bullying. Verbal bullying happens when an individual uses language
to gain power over someone. Although the consequences of verbal bullying are
not physical, it can be perilous to experience psychological and emotional harm.
Additionally, this form of bullying can be anything about weight, appearance,
racist, sexual or homophobic bullying (Besa et al., n.d.). According to Olweus
(1993, as cited in Antiri, 2016), verbal bullying is called name-calling, teasing,
and verbal threats. Although the effects of physical bullying at first may be
more apparent, verbal bullying is more subtle and works to undermine the self-
image and self-esteem of an individual over long periods, which lead to anxiety,
depression, and in difficult situations, persistent verbal abuse may cause substance
9
abuse and suicide. Verbal bullying can have physical consequences, even if the
aggressor never lays a finger on the victim (Coloroso, 2008). To conclude, it
may be difficult for teachers, counselors, and other school authorities to identify
verbal abuse since there is no physical damage (Kaar, 2009).
Cyberbullying. Cyberbullying is also called social cruelty or electronic
bullying online. This type of bullying took over when electronic devices such
as cellphones, computers, and social media sites, sending mean texts and
emails, embarrassing pictures about the victims. Beran and Li (2005) defined
cyberbullying as the intentional act of online digital intimidation, embarrassment,
or harassment such as name-calling, threats, spreading rumors, sharing another
person’s private information, social isolation, and exclusion. Moreover, this form
of bullying may be more subtle and covert and can be perpetrated faster and in
more environments than traditional bullying forms. Similarly, Nocentini et al.
(2010) categorized cyberbullying into four main types. These types are written-
verbal behaviors (e.g., phone calls, text messages, emails, instant messaging, chats,
blogs, social networking communities, websites), visual behaviors (e.g., posting,
sending, or sharing compromising pictures and videos through mobile phone or
Internet), exclusion (e.g., purposefully excluding someone from an online group)
and impersonation (e.g., stealing and revealing personal information, using
another person’s name and account).
Understanding the nature of cyberbullying is very difficult. To gain more
knowledge, teachers, parents, and students should be aware of this phenomenon.
According to Kowalski et al. (2008), there are three reasons why most teens are
not revealing their experiences of cyberbullying. These are the fear that their
parents forbid them to access the Internet as soon as they learn about online
incidents because of their concern that their children might be online victims
again, the fear that they will hear the cliché parental phrase “I told you so.” The
fear that many agents will be involved in the issue and things will be even worse.
Psychological Bullying. Psychological bullying, also known as emotional
bullying, is when an individual uses words or acts that can cause psychological
harm to a person frequently and deliberately (e.g., excluding, tormenting,
ridicule, humiliating, spreading rumors, use sarcasm, threatening). This form
of bullying beats a person to make him or her uncomfortable, disturbed and
destabilized (Antiri, 2016). The sensations of victimization, depression, anxiety,
isolation, social disappointment, and low self-esteem are linked to psychological
or emotional bullying (Cowie & Jennifer, 2008; Coloroso, 2008).
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Self-Concept
During the European Middle Ages, the word “concept” denotes “the act of
conceiving.” It is a mental process that converts apprehended impressions into
abstract thoughts. Moreover, these abstract thoughts represent beings, forms,
and qualities of reality, only described. Hence, unlike mental images, they have
no definite boundaries, allow for no mental pictures, and cannot be measured.
Furthermore, this makes concepts “shorthand” symbols for imageless “longhand”
thoughts, which can be referred to thoughts that may be about one quality, form
being, principle, a piece of any real or may be referred to a summary of a large
number of similar, yet non-identical observations of basic characteristics (Bailey,
2003). Cheerfulness is one example of symbolized characteristics. The relevance
of self-concept derives from the fact that this construct clarifies many other
psychological factors. This indicator measures the level of adjustment to life and
emotional well-being, influencing how individuals are motivated, acquire and
reach levels of success desired in different areas of their existence (Freitas, 2009,
as cited in Ferreira et al., 2014).
Self-concept alludes to self-assessment or self-discernment, and it speaks to
the whole of a person’s convictions about his or her particular qualities. Self-
concept is how a young person evaluates himself or herself in an environment in
which he or she perceives success the vital. According to Oyserman & Markus
(1998, as cited in Oyserman et al., 2012), self-concepts are cognitive structures
that include content, attitudes, or evaluative judgments. They are used to make
sense of the world, focus attention on goals, and protect one’s sense of basic
worth. Self-concept also has four important aspects: how a person perceives
himself, what he thinks of himself, how he values himself, and how he attempts
to enhance or defend himself (Symonds, 1951, as cited in Sarsani, 2007).
Athletic Competence. Athletic competence refers to an individual who can
perform a certain sport task effectively. It is also known as sports competence.
According to Eccles et al. (2003), sports are essential. Involvement in sports
activities allows adolescents to interact with others (e.g., peers, coaches) and
to develop in several important aspects in their lives, such as athletic aspects
(e. g., learn and develop different physical skills), social aspects (e.g., to make
friends), physical aspects (e.g., build body) and health aspects (e.g., physical
fitness, obesity). The nature of their sport experience and the consequences of this
participation allow them to develop their self-concept, specifically their physical
and social self-perceptions (Balaguer et al., 2012).
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Conduct/Morality. According to Haidt and Kesebir (2010), conduct/

morality refers to right and wrongs ways of behaving (e.g., one should be fair
and not unfair to others). The Aristotelian premise postulates that morality is
a characteristic of a person and not simply a result of abstract moral reasoning
(Jennings et al., 2014). According to Narvaez and Lapsley (2009), morality is
understood to be at the heart of what it means to be a person. Baumeister (1987)
and Solomon (1992) further suggest that the moral self is concerned with the
morality of selfhood (e.g., the qualities by virtue of which a person is oneself ) that
implicates both who a person is (e.g., a person’s sense of self and identity based
on deeply felt concerns, commitments, and attachments) and how a person acts
(e.g., a person’s characteristic ways of thinking, feeling, and regulating behavior).
Peer Acceptance. Peer acceptance and friendship are two different words.
According to Jones (2012), peer acceptance refers to whether an individual is
liked or not in a setting such as a classroom or a school grade. Also, the level
of acceptance of an individual is typically defined by sociometric ratings or
nominations by peers that can be determined when an individual receives the
highest summary scores are considered to be well-liked. However, those who
receive the lowest scores are considered to be the least liked or rejected. Adolescents
spend more time increasingly with peers, often without adults’ supervision, and
expectations of peers’ opinions come to have a more important value to them
(Brown & Larson, 2009). Being accepted in groups and crowds are important to
solidify adolescents’ social and personal identity.
Similarly, being accepted in groups with high status is highly valued
and is sometimes pursued at the cost of intimate friendships with unpopular
peers (Brown & Larson, 2009; Eder, 1985, as cited in Brikeland et al., 2014).
According to Braza and colleagues (2009, as cited in Stuffelbeam, 2012), peer
acceptance is important to children’s social development because it can provide
a wide range of learning and developmental opportunities. Acceptance of peers
is also essential for every individual as it helps to provide social skills, solve peer
problems, collaborate, and be part of a community.
Physical Appearance. Physical appearance is one of the features first
noticed by other individuals that impact relationships and interactions. Hence,
perceptions of individuals’ characteristics can be influenced by their physical
appearance. Attractive individuals are evaluated more positively than unattractive
individuals (Dion et al., 1972, as cited in Zaikman & Marks, 2016). McColl
and Truong (2013) suggest that attractive individuals are viewed as dominant,
sexually warm, and mentally healthy. They are also sociable, friendly, competent,
12
and intelligent than less attractive individuals (Lorenzo et al., 2010). Therefore,
physical appearance influences how individuals think about other individuals’
personality traits and probable life outcomes, such as marital happiness and
career success (Niesta Kayser & Schwarz, 2017).
Scholastic Competence. Scholastic competence, one of the areas of self-
concept, is conceived as a domain-specific perception of the self, referring to the
way students feel about themselves as learners (Harter, 1999, as cited in Barros
& Duarte, 2016). According to DiPerna and Elliott (2000), this self-concept
area is a multidimensional construct consisting of learners’ sets of skill, attitude,
and behavior that contribute to success in classrooms or schools. Academic or
scholastic competence includes the domains of academic skills and academic
enablers. Academic skills refer to the basic and complex skills that are the primary
focus of instruction in elementary and secondary schools. On the other hand,
academic enablers are attitudes and behaviors that allow a learner to participate
in and ultimately benefit from academic instruction in the classroom.
OBJECTIVES OF THE STUDY
The study seeks to find out the prevalent forms of bullying experienced by
senior high school students, the relationship between bullying and self-concept
among senior high school students, and the area of self-concept influenced by
bullying.
METHODOLOGY
Research Design
The study employed a descriptive research design that aimed to identify and
describe the forms of bullying experienced by senior high school students of Saint
Dominic College of Batanes, Inc. and how their bullying experiences affect their
self-concept. According to Nassaji (2015, as cited in Billote et al., 2021), the main
goal of this research design is to describe a phenomenon and its characteristics.
Research Site
The study was conducted with senior high school students of Saint Dominic
College of Batanes, Inc., which is located at Lizardo St., Brgy. Kayhuvokan,
Basco, Batanes.
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Respondents
The respondents were randomly selected from the grade 11 and grade 12
students under the Department of Basic Education. A total of 32 senior high
school students comprised the sample of the study. In terms of demographic
features, the participants’ ages ranged from 16 to 21. There were 10 male
participants whose ages ranged from 16 to 21, and 22 female participants ranged
from 16 to 17.
Data Gathering Tools

A four-part questionnaire was used to obtain the study’s data. This includes
the Consent Form, The Respondents’ Demographic Data, Questionnaire on
Bullying, and Assessing Self-Concept Scale.
Consent Form. The consent form is the first part of the data gathering tool.
This is the front page of the questionnaire, which provides the background of
the researcher and the purpose and objectives of the study. It also seeks to ask
permission from the participants if they want to participate in the study.
Demographic Data. The demographic data is the second part of the
data gathering tool. This was used to gather the senior high school students’
information, such as age and gender.
Questionnaire on Bullying. The questionnaire on bullying is a 30-item
self-report that measures the bullying experiences of the respondents. The
questionnaire on bullying was constructed by the researcher, and each item that
was included was based primarily on the different related literature, the definition
of variables and concepts, and the conceptual framework of the study.
The survey items were categorized into five (5), namely, Physical Bullying,
Social Bullying, Verbal Bullying, Cyberbullying, and Psychological Bullying.
Each form of bullying contains six (6) items each.
The questionnaire was content-validated by two co-raters. One has a Master’s
degree in Psychology, and the other has a Master’s degree in Education.
The respondents answered the items by referring to a 4-point scale ranging
from 1 (Never True of Me) to 4 (Always True of Me).
The pre-testing was conducted on senior high school students of Saint
Dominic College of Batanes, Inc. The researcher asked permission from the
School President if he could administer his data gathering tool. As approved by the
School President, the researcher scheduled a specific time for the administration
proper of the tool to five (5) respondents.
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After the pre-test, the reliability of the tool was determined. The Cronbach’s
Alpha Coefficient is equal to 0.89, which suggests that the tool is adequately
reliable.
Assessing Self-Concept Scale. The Assessing Self-Concept Scale, a 24-item
self-report, was adopted from Hadley et al. (2008). This scale is used to assess
the respondents’ self-concept. Items in the tool are categorized into five (5) areas:
Athletic Competence, Conduct/Morality, Peer Acceptance, Physical Appearance,
and Scholastic Competence.
The questionnaire was content-validated by the same co-raters who validated
the questionnaire on bullying.
The respondents answered the items by referring to a 4-point scale ranging
from 1 (Never True of Me) to 4 (Always True of Me).
The pre-testing was conducted on senior high school students of Saint
Dominic College of Batanes, Inc. The researcher asked permission from the
School President if he could administer his data gathering tool. As approved by the
School President, the researcher scheduled a specific time for the administration
proper of the tool to five (5) respondents.
After the pre-test, the reliability of the tool was determined. The Cronbach’s
Alpha Coefficient is equal to 0.77, which suggests that the tool is adequately
reliable.
Data Gathering Procedure

The researcher submitted a letter of intent to the College President of Saint
Dominic College of Batanes, Inc. to administer the questionnaire to the senior
high school students. When the request was approved, the researcher then
administered the questionnaires to the respondents during the enrolment period.
The respondents were randomly selected and asked if they were available to answer
the researchers’ questionnaire. The researchers gave the respondents instructions,
asked them for their honesty in answering the items, and assured them of the
confidentiality of the data that will be collected. The respondents were allowed
to take their time to complete the questionnaire while the researcher waited for
them to finish.
Upon completion, the questionnaires were immediately retrieved and were
then screened to see which were possible for use in the study. After screening, all
the 32 questionnaires gathered by the researcher were deemed valid.
15
RESULTS AND DISCUSSION
Prevalent Forms of Bullying Experienced by Senior High School Students

To describe the forms of bullying experienced by senior high school students,
mean analysis was conducted. Table 1 served as the basis for determining the
qualitative interpretation.
Table 1. Range of Mean Scores and their Qualitative Interpretation for the Forms
of Bullying Experienced by Senior High School Students
Mean Scores Qualitative Interpretation
3.26 – 4.00 Always True of Me
2.51 – 3.25 Often True of Me
1.76 – 2.50 Seldom True of Me
1.00 – 1.75 Never True of Me
The obtained mean scores, with qualitative interpretations, for the forms of
bullying experienced by senior high school students are shown in Table 2.
Table 2. Descriptive Statistics for the Forms of Bullying Experienced by Senior

High School Students
Forms of Bullying Mean SD Qualitative Interpretation
Verbal 2.63 0.41 Often True of Me
Psychological 2.61 0.48 Often True of Me
Social 2.56 0.37 Often True of Me
Cyber 2.47 0.47 Seldom True of Me
Physical 2.41 0.40 Seldom True of Me
N = 32
Table 2 shows that senior high school students often experienced Verbal,
Psychological, and Social forms of bullying and seldom experienced Cyber and
Physical forms of bullying.
To determine the more prevalent forms of bullying experienced by senior
high school students, ANOVA one-way repeated measures were utilized.
The ANOVA one-way repeated measures showed that the forms of bullying
experienced by senior high students significantly varied, F(4, 124) = 3.25, p<
0.05, (ηρ² = 0.0950). The partial eta-squared value of 0.0950 indicates a medium
16
effect size whereby 9.50 % of the variability in the forms of bullying experienced
by senior high school students can be explained by the forms of bullying being
rated.
The Bonferroni Pairwise Comparison revealed where exactly lies the
differences in the forms of bullying experienced by senior high school students.
Verbal, Psychological, Social, and Cyber are the more prevalent forms of
bullying experienced by senior high school students, and the mean scores are
not significantly different from each other, which suggests that these forms of
bullying are experienced to the same extent. Therefore, the hypothesis that the
more prevalent forms of bullying that the senior high school students experienced
are Cyber and Verbal is rejected.
The results proved that even if physical bullying is considered the most
dangerous form of bullying, the repercussions of the other forms, Verbal,
Psychological, Social, and Cyber, can be as harmful.
Verbal bullying happens when someone, often the bully, uses insulting
words or demeaning language to mock, embarrass, or insult another individual.
According to Lee (2004) and Coloroso (2008), 70 percent of reported cases with
immediate impacts are accounted for by verbal bullying. While the effects of
physical bullying can be more apparent at first, verbal bullying is more subtle.
It works to undermine the self-image and self-esteem of an individual over long
periods. Hence, words alone do have power. It affects one’s self-image and may
affect someone in emotional and psychological ways. This type of bullying leads
to low self-esteem or depression as it aggravates problems that a victim may
already be experiencing at home or in other places (Cowie & Jennifer, 2008).
Verbal bullying can be as harmful as physical bullying, if not worse.
Psychological bullying is another form closely related to verbal bullying.
Psychological bullying happens when an individual uses words or actions that
cause another individual psychological harm. According to Antiri (2016),
students who experienced psychological bullying view their schools as less safe
and less pleased with the school environment. Hence, this is often linked to
victimization, depression, anxiety, loneliness, social dissatisfaction, and low self-
esteem among the students (Cowie & Jennifer, 2008; Coloroso, 2008).
Social and Cyber are other prevalent forms of bullying experienced by senior
high school students. Social bullying happens when individuals spread rumors
and gossip, which often damages an individual’s reputation or social acceptance.
Consequently, cyberbullying happens when an individual uses the Internet,
a smartphone, or other technology to harass, threaten, embarrass, or target
17
another individual. These two prevalent forms of bullying were supported by the
national survey about student safety in secondary schools conducted by the US
Department of Education. The findings revealed that 16 percent of all students
reported being the subject of rumors, and 5 percent reported being excluded
from activities on purpose within the past school year. Approximately 4 percent
of students reported being the targets of cyberbullying, including acts intended
to damage social relationships or status. Specifically, 2 percent reported that
hurtful information had been posted about them online, and 9 percent reported
that they had been deliberately excluded from online activities (Nieman, 2011,
as cited in Stuart-Cassel et al., 2013).
When senior high school students are not allowed to express themselves
freely, they begin to search for ways to learn how strong their self-concept is.
Some adolescents may end up treating others as lesser than themselves, and if this
mentality is uncorrected, it may mold them to become perpetrators of bullying.
During pubertal transitions, adolescents can have conflicting views of self-image
and worth that further affect self-esteem, control, efficacy, and confidence.
Indoctrinations from poor peer relations, parent-child relationships, and
significant others in adolescents’ relational contexts have negative consequences
(Ramtahal-Metivier, 2009).
Relationship between Bullying and Self-Concept among Senior High School

Students
To determine the relationship between bullying and self-concept among
senior high school students, Pearson’s correlation coefficient was conducted.
The Pearson’s correlation coefficient showed that bullying and self-concept
among senior high school students have a significant moderate negative
correlation, r = -0.493, N = 32, p< 0.05. This implies that there is a substantial
and inverse relationship between bullying and self-concept. Hence, the hypothesis
that there is no significant relationship between bullying and self-concept among
senior high school students is rejected.
As the forms of bullying experienced by senior high school students increase,
their self-concept decreases. Similarly, as the forms of bullying experienced by
senior high school decrease, their self-concept increases. Considering that senior
high school students experience forms of bullying, it is important to understand
the degree of its effect on their self-concept. The results of this study revealed
that there is a significant moderate negative relationship between experiences
of bullying and self-concept among senior high school students. This study
confirmed Hines’ (2011) findings where bullying and self-concept were negatively
18
correlated. Students who reported being a victim of bullying reported the lowest
self-esteem.
Moreover, there have been many researches that have looked at the idea of
self-concept with being bullied. Studies (Callaghan & Joseph, 1995; Rigby &
Cox, 1996; Rigby & Slee, 1993; Stanley & Arora, 1998, as cited in Parada et al.,
2005) have consistently found a negative correlation between being bullying and
global self-concept. In general, studies that have looked at particular dimensions
of self-concept have revealed that victims of bullying tend to have negative self-
views concerning the degree they perceive themselves as socially competent and
capable or well accepted by their peers (Callaghan & Joseph, 1995; Hawker &
Boulton, 2000). In summary, research suggests that being a victim of bullying is
negatively correlated with self-concept and may lead to further declines in self-
concept.
Although many studies have found bullying and self-concept to have
a significant negative relationship, bullying may also be seen as part of the
normative development during the stage of adolescence, where the respondents
are currently in. Although high levels of conflict during adolescence are deleterious
for adolescent development, relationships, and future adjustment, many would
agree that conflict in early adolescence is a normative and temporary perturbation
that is functional. According to Cook and colleagues (2010), bullying is not
an isolated problem unique to specific cultures but is prevalent worldwide.
Ramtahal-Metivier (2009) explained that successful developmental transitions
enable adolescents to mature psychologically, psychoanalytically, socially, and
psychosocially across lifespan development. Cognitive maturity helps adolescents
manage emotions because they learn to think rationally, solve problems, and
confront crises to balance pleasure and pain to achieve emotional satisfaction.
Consequently, adolescents form healthier self-perceptions and engage in positive
self-evaluations that enhance self-worth and self-confidence.
Furthermore, senior high school students’ identity is not yet completely
defined during the adolescent stage. According to Erickson’s theory, this age in
adolescents is called an identity crisis. Teenagers go through an identity crisis as a
momentary period of distress and try to experiment with changes. Young people
forge an organized self-structure by trying out various life possibilities with age
moving towards making enduring decisions (Pauriyal et al., 2010). Adolescents
are in constant search of who they are, and because of this, they continuously
test their abilities against the people in their age group. This mentality may lead
bullies to believe that being superior to others gives them a better self-image.
19
Meanwhile, though it is expected that victims of bullying will have a

diminished view of themselves as bullying experiences increase, many factors could
be affecting the stability of the victim’s self-concept. The Primary Socialization
Theory (PST) posits that deviant behavior is learned from the adolescent’s norms
by the three primary sources of socialization – the family, the peers, and the
school. According to PST, the more pro-social the normative environment, the
less likely the adolescent will engage in deviant behavior (Dulli, 2006).

Areas of Self-Concept More Influenced by Bullying
To describe the areas of self-concept more influenced by bullying, mean
analysis was utilized. Table 3 below served as the basis for determining the range
of mean scores and their corresponding qualitative interpretations.
Table 3. Range of Mean Scores and their Qualitative Interpretations for the Areas
of Self-Concept of Senior High School Students
Mean Scores Qualitative Interpretation
3.26 – 4.00 Always True of Me
2.51 – 3.25 Often True of Me
1.76 – 2.50 Seldom True of Me
1.00 – 1.75 Never True of Me
The obtained mean scores with qualitative interpretations for the senior high
school students’ self-concept are presented in Table 4.
Table 4. Descriptive Statistics for the Areas of Self-Concept of Senior High

School Students
Areas of Self-Concept Mean SD Qualitative Interpretation
Physical Appearance 2.76 0.42 Often True of Me
Conduct/Morality 2.57 0.33 Often True of Me
Peer Acceptance 2.55 0.39 Often True of Me
Scholastic Competence 2.41 0.41 Seldom True of Me
Athletic Competence 2.28 0.35 Seldom True of Me
N = 32
It can be seen in Table 4 that Physical Appearance, Conduct/Morality, and

Peer Acceptance are the areas of self-concept often influenced by bullying among
20
senior high school students. On the other hand, Scholastic Competence and
Athletic Competence are the areas of self-concept seldom influenced by bullying
among senior high school students.
To determine the areas of self-concept more influenced by bullying among
senior high school students, ANOVA one-way repeated measures were conducted.
The ANOVA one-way repeated measures showed that the areas of self-concept
more influenced by bullying among senior high school students significantly
varied, F(4, 124) = 9.55, p< 0.05, (ηρ² = 0.2350). The partial eta-squared value
of 0.2350 indicates a large effect size whereby 23.50 % of the variability in the
areas of self-concept influenced by bullying among senior high school students
can be explained by the areas of self-concept being rated.
The Bonferroni Pairwise Comparison revealed where exactly lies the
differences in the areas of self-concept more influenced by bullying among
senior high school students. Physical Appearance, Conduct/Morality, and Peer
Acceptance are the areas of self-concept more influenced by bullying among
senior high school students. The obtained mean scores are not significantly
different, which suggests that these areas of self-concept are influenced by
bullying to the same extent. Therefore, the hypothesis that the areas of self-
concept more influenced by bullying among senior high school students are
Scholastic Competence, Physical Appearance, and Peer Acceptance is rejected.
Fournier’s (2010) study postulated that adolescence is when reputation and
likability seem to have particular significance, during which concerns about low
social standing in the eyes of one’s peers contribute significantly to the experience
of depression. Social competition in humans is largely based on attracting others’
attention and interest, admiration, and investment. Therefore, humans compete
for social rank and status through attraction, which is to produce a positive effect
on others. This explanation supports the results of the study. Since adolescents
are hungry for acceptance in society, they usually behave in morally upright and
conduct-driven ways, increasing their popularity and likability. By struggling to
fit in the standards in society’s definitions of who is beautiful and handsome,
adolescents put a huge deal of importance on their appearance. This mentality
eventually leads some adolescents to think lowly of those who do not possess
beauty standards. In other words, the more beautiful or handsome an individual
is, the more he/she is accepted by his/her peers and society.
A positive self-concept makes senior high school students accept themselves
completely, fulfill their duties responsibly, and effectively deal with people. This
guides them to the path they want for themselves and eventually leads them
21
closer to their goals and dreams. The results of this study revealed that the areas
of self-concept more influenced by bullying are Physical Appearance, Conduct/
Morality, and Peer Acceptance.
CONCLUSIONS
Based on the results of the study, the following are the conclusions, (1) Senior
high school students often experienced Verbal, Psychological, and Social forms of
bullying and seldom experienced Cyber and Physical forms of bullying. Hence,
Verbal, Psychological, Social, and Cyber are the prevalent forms of bullying
experienced by senior high school students; (2) Bullying and self-concept have a
significant moderate negative correlation, which suggests a substantial and inverse
relationship between them; and (3) Physical Appearance, Conduct/Morality, and
Peer Acceptance are the areas of self-concept often influenced by bullying among
senior high school students. On the other hand, Scholastic Competence and
Athletic Competence are the areas of self-concept seldom influenced by bullying
among senior high school students. Hence, Physical Appearance, Conduct/
Morality, and Peer Acceptance are the areas of self-concept more influenced by
bullying among senior high school students.
TRANSLATIONAL RESEARCH
This study implies that bullying among senior high school students is
prevalent, specifically inside the classroom. Hence, it is a serious problem that
needs to be addressed. If ignored, it can create emotional and psychological effects
on the part of the students. There is a great challenge in developing intervention
programs that will help address problems on school bullying.
Results of this study can strengthen the strict implementation of Republic
Act N0. 10627, otherwise known as the Anti-Bullying Act of 2013, in secondary
schools. It can guide schools on the re-orientation of the implementing rules
and guidelines needed so that the stakeholders – students, parents, teachers,
and community- would be aware of their important role in addressing school
bullying. It can also be used to consider having a peer counselor’s organization
aid victims with their psychological distress caused by bullying.
On the other hand, schools must train their teaching and non-teaching staff
to properly identify students involved in bullying and teach them how to respond
to such problems. It is important for teachers to address the root cause of bullying
22
within schools and report such problems for proper guidance. Schools need to
design programs for both the bullied and the bullies. For other stakeholders such
as parents and the community, this study could help them be more active in
formulating preventive programs for school bullying. Also, students should be
involved in all these to make them fully aware of their rights as well as that
of their peers. By letting them actively participate in the formulation of anti-
bullying programs, they may also learn how to protect themselves from abuses of
fellow students.
Altogether, this study can raise awareness of bullying and its effect on
one’s health. This study indicates the importance of a broader perspective in
understanding bullying in the school context and its consequences.
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International Peer Reviewed Journal

Vol. 45 · July 2021 Print ISSN 2012-3981

Bullying and Self-Concept among

HYA MARIE BLANCA

VANCE LOUIE HORBINO

JEROME VINCENT VILLARUEL

Originality: 100% • Grammar Check: 98% • Plagiarism: 0%

Bullying takes many forms, serves different functions, and is manifested in

Keywords — Bullying, Self-Concept, Senior High School Students,

can explain bullying problems development in students. These factors help

Conduct/Morality. According to Haidt and Kesebir (2010), conduct/

OBJECTIVES OF THE STUDY

Data Gathering Tools

Data Gathering Procedure

RESULTS AND DISCUSSION

Prevalent Forms of Bullying Experienced by Senior High School Students

Table 2. Descriptive Statistics for the Forms of Bullying Experienced by Senior

Relationship between Bullying and Self-Concept among Senior High School

Meanwhile, though it is expected that victims of bullying will have a

Table 4. Descriptive Statistics for the Areas of Self-Concept of Senior High

It can be seen in Table 4 that Physical Appearance, Conduct/Morality, and

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Ramtahal-Metivier, T. (2012). An exploration of adolescent self-concept at a