<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Eyüp Yılmaz</style></author><author><style face="normal" font="default" size="100%">Ahmet Melih Güneş</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PEER BULLYING AND COPING STRATEGIES IN CHILDREN: INSIGHTS FROM MAINSTREAM PRIMARY SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">behaviour problems</style></keyword><keyword><style  face="normal" font="default" size="100%">children</style></keyword><keyword><style  face="normal" font="default" size="100%">coping strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">peer bullying</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664272</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">While peer bullying has become one of the most critical issues that today's education systems must address, the bullying experiences of primary school children and their coping strategies remain insufficiently understood. The present study sought to explore in depth whether mainstream primary school students are exposed to peer bullying and, if so, how they cope with this problem. Interviews were held with 13 Turkish primary school students (Mage=10.76), the majority of whom were victims, and one of them was a bully. The study group consisted of nine boys (Mage=10.88) and four girls (Mage=10.5). Data were collected through a semi-structured interview form developed by the researchers. Among participants, physical bullying is experienced the most. It is followed by verbal and emotional bullying. No sexual bullying case was reported. Victims employed various coping strategies, most of which were individual-oriented, such as ignoring the bullying or warning the bullies. However, the most frequently reported strategies were adult-oriented, particularly involving class teachers. Familial (e.g., parental divorce), psychological (e.g., feelings of maternal abandonment), and socio-economic (e.g., financial hardship) challenges may underlie the emergence of bullying behaviours.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">677-688</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tamara   Turashvili</style></author><author><style face="normal" font="default" size="100%">Marine   Japaridze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COPING STRATEGIES OF UNIVERSITY STUDENTS IN GEORGIAN CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">coping strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">critical life event</style></keyword><keyword><style  face="normal" font="default" size="100%">social support</style></keyword><keyword><style  face="normal" font="default" size="100%">student</style></keyword><keyword><style  face="normal" font="default" size="100%">university</style></keyword><keyword><style  face="normal" font="default" size="100%">well-being</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056255.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Studies in university students' coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students' stressors. Research into university students' coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support.
Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler &amp; Parker (Endler &amp; Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes &amp; Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">144-149</style></section></record></records></xml>