A STRUCTURAL MODEL OF FAMILY-BASED RISK FACTORS CONTRIBUTING TO SCHOOL BULLYING BEHAVIOR
DOI:
https://doi.org/10.35631/IJEPC.1163026Keywords:
School Bullying, Family-Based Risk Factors, Interpretive Structural ModellingAbstract
School bullying remains a global concern that undermines students’ psychological well-being, academic achievement, and social adjustment, with family dynamics increasingly recognized as critical determinants of both risk and resilience. Despite the growing body of research, limited attention has been given to understanding how family-based risk factors interact structurally to shape bullying behaviour. This study aims to fill this gap by applying Interpretive Structural Modelling (ISM) and Matrice d'Impacts Croisés Multiplication Appliquée à un Classement (MICMAC) analysis, validated through consensus from seven domain experts, to systematically model the interrelationships among family risk factors. Specifically, the objectives were: (i) to identify and structurally model the interrelationships among family-based risk factors contributing to school bullying behaviour through expert consensus using ISM; and (ii) to classify and validate the driving and dependence power of family-based risk factors through MICMAC analysis, thereby establishing a consensus-driven framework for prioritizing interventions in bullying prevention. The ISM results revealed a clear hierarchical structure, with Parental Support and Monitoring emerging as the most influential driver, followed by Family Communication as a key bridging factor, while outcomes such as Parent Child Relationships and Family Life Satisfaction were identified as dependent variables. These results were also supported by the MICMAC analysis, which placed Family Communication as an independent variable with high driving power. Most other factors were grouped as linkage variables with high interdependence as well as sensitivity. Based on these analyses, three broad themes were formed: (1) Parental Support and Monitoring as the Foundational Driver, (2) Family Communication as the Bridge to Relational Stability, as well as (3) Outcomes of Supportive Family Environments. Together, these findings offer a solid model that can enhance the theoretical knowledge on the role of family in bullying and offer educators, policymakers, as well as counsellors a comprehensive strategy to publicize the role of family in bullying by proposing a family-related intervention to prevent bullying in schools.
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