Perception of bullying among 4th grade elementary school students: A metaphor analysis
Journal of Human Behavior in the Social Environment, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/10911359.2026.2670476
- Dergi Adı: Journal of Human Behavior in the Social Environment
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, CINAHL, Criminal Justice Abstracts, Psycinfo, Public Affairs Index
- Anahtar Kelimeler: Bullying, elementary school, metaphors, students
- Uşak Üniversitesi Adresli: Evet
Özet
This study explores the perceptions of bullying among fourth-grade elementary school students through metaphor analysis. Conducted with 257 students (149 girls and 108 boys) from a state primary school in Balıkesir during the 2022–2023 academic year, the research employs a phenomenological design to uncover how children conceptualize bullying. Data were collected using a semi-structured interview technique, where students completed the sentence “Bullying is similar to ___ because ___.” The metaphors generated by the students were analyzed using content analysis and categorized into four conceptual themes: emotional and social relationships, physical violence and harm, legal and moral responsibility, and inner experience. A chi-square (χ2) test was used to assess statistical significance between categories and across gender, with Cramér’s V computed to determine effect size. The findings reveal that the most common metaphors used by students were “evil,” “violence,” and “rudeness,” with the majority of metaphors falling under the category of emotional and social relationships. Gender differences were statistically significant (χ2 (3)=15.796, p =.001, Cramér’s V =.248), with boys more frequently associating bullying with physical violence and harm, while girls focused more on emotional and social aspects. The study highlights the importance of understanding children’s perceptions of bullying to develop more effective, gender-responsive intervention strategies and argues that punishment-oriented approaches may be insufficient without addressing emotional and relational dimensions. This research contributes to the literature by providing insights into how young students perceive bullying, offering a foundation for future studies and anti-bullying initiatives.