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international journal of philosophy and social-psychological sciences
Volume 2, 2016, Issue 3
Designing of Educational Games based on the Concept of Respect and the Investigation of its Effectiveness on the Decrease of Physical Bullying of the Primary-School Students with Special Needs
Mina Moazen1, Mahmoud Kamali Zarech, PhD2
Pages: 27-33

Abstract

Bullying is one of the common problems at schools and in recent years it is taken into consideration by different researchers and scientists because of its different mental, social, academic and even physical consequences. The aim of the present research is to design educational games based on the concept of respect and investigate its effectiveness on the decrease of physical bullying of the primary-school students with special needs. This research is done with quasi-experimental method and by using pre-test and post-test design with control group. The statistical society of this research is all the primary-school girl students with special needs in Yazd and 20 students were selected (10 in experimental group and 10 in control group) by an available sampling method; these students get higher score of physical bullying according to criterion score and they were randomly divided into groups. In this research, as an independent variable, the educational games based on the concept of respect have been used for eight educational sessions that were one hour and a half and also Olweus bullying questionnaire (1993) has been used in order to evaluate the physical bullying level of the students. In order to analyze the data, covariance analysis is used. The findings showed that the games based on respect have significant influence on the decrease of physical bullying of the students with special needs (F(1,16)-9/16, P-0/008, ௰2-0/36). According to the results of this research, the games based on respect can be used as an effective strategy for the prevention of physical bullying. More research topics have been recommended in this field.





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international journal of philosophy and social-psychological sciences
Issue 4, Volume 5, 2019