Ability to Predict Negative Thinking Regarding School Bullying Behavior of the Tenth-grade Students

Abstract

This study aimed to determine the predictive ability of negative thinking regarding bullying among students in the primary tenth grade in Mafraq Governorate. To achieve the goal of the current study, the researcher adopted the bullying scale that researchers used in previous studies, and the negative thinking scale formulated by the researcher for this study. The study group consisted of )300( students from the tenth grade in Mafraq Governorate; they were selected through point cluster sampling. The results indicated that the average scores of the sample members on the negative thinking scale were average, while the average scores of the sample members on the school bullying scale were high. It was also shown that there was a statistically significant negative relationship between the persistence of thinking and school bullying behavior in all its dimensions. There was a statistically significant positive relationship between generalized thinking, location of thinking, negative thinking, and school bullying behavior in all its dimensions. The position of thinking dimension was most relevant to predict school bullying behavior. It showed )36.8( of the variance, followed by the continuity of thinking dimension, which showed )1.1%(. These dimensions were statistically significant at the significance level (a = 0.05).