Napovedniki doživljanja medvrstniškega nasilja z vidika slovenskih 15-letnikov: razlike po spolu med leti 2015 in 2018

Predictors of perceived bullying of Slovene 15-year-olds: gender differences between 2015 and 2018 Already in PISA 2015, Slovenian 15-year-olds reported relatively high levels of experiencing different forms of bullying at school. The results from PISA 2018 confirmed this: 21% of students reported experiencing some kind of bullying act at least a few times a month, which means that the percentage of these students increased between 2015 and 2018 by 4 percentage points. Given the above, we wanted to explore the issue in more detail. The present article has two aims: to investigate the level of bullying experienced by students in Slovenia in 2015 and 2018, to investigate gender differences and the effects of a sense of belonging to school, the perceived socio-emotional support of parents and how reading achievements can reduce the odds of experiencing bullying at school. The analysis was carried out on PISA 2015 (n = 6406) and PISA 2018 (n = 6401) data, and was based on a logistic regression method. The results show that in 2015, about a quarter of girls and a third of boys reported experiencing bullying at school. In 2018 the proportion of girls remained similar (3 percentage points higher), but the proportion of boys reporting bullying at school increased significantly to 42 percent. For both girls and boys in both years, a sense of belonging to a school and the perceived emotional support from parents reduced the odds of experiencing bullying at school. A similar effect of reducing the odds was noticed for reading achievement, with the exception of boys in 2015. The results of predictors in reducing the odds of experiencing bullying at school between 2015 and 2018 changed especially for boys, in that the explanatory power of the model is much higher. Contrary to results in 2015, reading achievement had a statistically significant effect on reducing the odds of experiencing bullying at school and the effect of sense of belonging to school on reducing these odds was greater still. The authors see a challenge in preventing and dealing with violence in schools in the development of a whole-school approach prevention programme, which, in addition to raising awareness of the importance of the role of everyone in school, also include parents, the wider community and clear rules for dealing with violence in schools. Key words: PISA study, bullying, sense of belonging to school, socio-emotional support of parents, reading achievement