Psychological Mechanisms of School Violence and Bullying: An Analysis from the Perspective of General Psychology

Abstract

Abstract. The aim of this article is to analyze the psychological mechanisms of school violence and bullying from the perspective of general psychology and to identify the relationships between bullying behaviors and students’ psychological characteristics, such as aggressiveness, empathy, and self-control. The study was conducted among 120 students from grades 8 to 11 in three general education schools in the Transcarpathian region, including 55% girls and 45% boys, with an average age of 15.2 years. A combination of surveys and standardized psychological methods was used for empirical analysis, allowing the assessment of students’ behavioral, emotional, and cognitive characteristics. The study employed an author-developed questionnaire “Bullying at School,” the Buss-Perry Aggression Questionnaire, the Empathy Quotient, and an author-developed questionnaire on self-control and emotional regulation. The results showed that verbal aggression is the most common form of bullying, with verbal aggression occurring more frequently than physical aggression. Approximately 40% of students experienced passive bullying, while 25% participated in bullying as active aggressors. Students’ psychological characteristics, such as increased anger, hostility, low empathy, and weak self-control, were associated with a higher risk of involvement in bullying. Specifically, students with low empathy were more likely to assume passive roles or act as aggressors, whereas low self-control correlated with a greater likelihood of engaging in active bullying. Physical aggression was rarely manifested, although some students showed predispositions toward it, highlighting the role of social norms and environmental control. It was also found that low emotional regulation creates a potential risk for aggressive behavior, but its actual manifestation depends on additional social and situational factors. Comparison of the results from different methods confirmed the prevalence of verbal aggression and verbal bullying, the link between low empathy and participation in bullying, and the association of low self-control with active bullying. At the same time, discrepancies between potential aggression and its actual manifestations emphasize the need for a comprehensive analysis that considers both students’ individual characteristics and the school environment context. The study concludes that the psychological mechanisms of bullying involve the interaction of individual traits and social context, and their identification is crucial for developing preventive and corrective measures aimed at creating a safe and supportive school environment. The findings underline the necessity of a comprehensive approach to bullying prevention that accounts for both individual and social factors, allowing for the identification of key risk factors relevant to practical psychology and pedagogy.