التنمر وعلاقته بالتحيزات المعرفية والطفو الأكاديمي لدى طلاب كلية الاقتصاد المنزلي جامعة المنوفية

Abstract EN

Research summary the current research aims to reveal the relationship between bullying and cognitive biases, to identify the relationship between bullying and academic buoyancy, to reveal the differences between high and low bullying in each of the dimensions of cognitive biases and dimensions of academic buoyancy and to identify the degree of contribution of both cognitive biases and muting the academic expectation of bullying.

this is for a sample of (831) students of the faculty of home economics.

to achieve this, a scale of bullying behavior, a cognitive biases scale, and an academic quenching scale were prepared.

the current research resulted in the following results.

there is a direct (positive) statistically significant correlation at the 0.01 level between cognitive biases as a whole and bullying as a whole.

2- there is a statistically significant inverse (negative) correlation at the 0.01 level between academic mutedness as a whole and bullying as a whole.

3- there is a statistically significant difference at the level (0.01) between the average scores of the cognitive biases scale as a whole and for each dimension separately, in favor of those who are bullied.

4- there is a statistically significant difference at the level (0.01) between the average scores of the academic efflorescence scale as a whole and for each dimension separately, in favor of low bullying.

5- both cognitive biases and academic mutedness contribute to predicting bullying.