A survey of “bullying traits” as perceived by schooling adolescents in nigeria

Research on Humanities and Social Sciences www.iiste.org
ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online)
Vol 2, No.11, 2012

A Survey of “Bullying Traits” As Perceived By Schooling
Adolescents in Nigeria
Onu, Victoria Chikodi ( Ph.D)
Vickywillyonu@gmail.com
Janet, Igbo (Ph.D)
janetigbo@yahoo.com
Ngozi Obiyo (Ph.D)
ngobyobiyo@gmail.com
Eskay, Michael (Ph.D)
profeskay@gmail.com
Leonard Ugwuanyi (Ph.D)
Leonard.ugwuanyi@yahoo.com
Abstract
The purpose of this study was to identify bullying traits and to determine the assessment techniques applicable for
addressing the challenges of bullying among schooling adolescents. This study was guided by two research
questions. Descriptive survey design was adopted. The sample consists of 150 schooling adolescents drawn from the
south-east of Nigeria. Two instruments were developed by the researchers after extensive review of literature. The
instruments were used for bullying traits and the assessment techniques. The instruments were validated. In
analyzing the data mean and standard deviation were used. Some findings were made based on the analysis of the
data. This was followed by recommendations which were made based on the findings of the stud
Keyword: taunting, psychological bullies, dorminance, aggression, imballance

1. Introduction
Bullying plays very important and negative roles in the lives of schooling adolescents and therefore it is not
supposed to be over looked by any reasonable society. Bullying is seen as verbal or physical behavior intended to
disturb someone less powerful (Santrock, 2005). This indicates that for one to participate in bullying the individual
has to be physically stronger than his/her victim to enable him/her gain upper hand in a physical combat. Therefore,
bullying could be seen as undue advantage taken by stronger or older individuals to oppress their victims or the weak
ones. Bullying is a type of aggressive behavior that causes injury or distress to the individual to whom it is directed.
It can be in physical or verbal, such as body violence or psychological which has to do with social exclusion (Martin,
Carson, & Buskist, 2007). In short it is the oppression of the victim which can manifest in physical or psychological
terms. Bullying is more pronounced as children go through childhood to adolescent stage.
Bullying is generally intentional aggressive behaviors. It can take the form of physical or verbal harassment
and involves an imbalance of power (Lee, 2012). Groups of children can gang up on a victim. Children who are
physically bigger or more aggressive can intimidate others. According to Smith, Ananiadou and Cowie (2008) and
Whitted and Dupper (2005) bullying is unprovoked aggressive behaviours repeatedly carried out against victims who
are unable to defend or fight for themselves
Olweus (2003) described three different types of bullies. These are the aggressive bully, the passive bully
and bully victims. Aggressive bullies are physically strong, impulsive, hot tempered, belligerent, fearless, coercive,
and confident and lack empathy for their victims. They have the desire to dominate others. Passive bullies are
insecure and tend to have low self esteem and unhappy home lives. They find it difficult to concentrate and focus
their attention at school. They exhibit temper-tantrums which can lead to unhealthy interpersonal peer relationships.
They tend to align themselves and display intense loyalty to more powerful aggressive bullies. Bully victims are
those who had been bullied seriously in the past. They are easily aroused and may provoke others who oftentimes are
weaker than them. They have the tendency to be depressed and anxious. Wolke (1999), identified a fourth group

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which he referred to as the pure bullies’. These ones are healthy individuals, who like school but use bullying to
obtain dominance. They are cool operators.
Bullies target students who are mostly victims over the years. Bullies are becoming an increasing problem in
Nigerian schools and schools across America (Bainbridge, 2012). The victims targeted are usually solitary, smaller
in stature, or members of marginalized groups (Craig & Pepler, 2007). According to Heinrich (2003), victims of
bullying may be adolescents with exceptionalities because they are vulnerable. The victims can exhibit social skills
deficit, verbal delays and impulsive or anxious behaviours which the bullies can use to advantage. Adolescents with
exceptionalities who already had problems will likely have increased low rate of academic, social and emotional
problems (Mishna, 2003). Also, Cummings, Repler, Mishna & Craig (2006) noted that adolescents that have
learning, emotional and physical impairments are prone to be bullied by their peers. As such, they may experience
severe forms of victimization (Heinrich, 2003). The behaviors and emotional sates of some victims may make them
vulnerable to bullying (Swearer, Song, Cary, Eagler & Mickelson, 2001). Studies have indicated that bullies are
actually quite adept at reading social cues and taking perspectives (Olweus, 2002). They use the skills to identify and
prey on vulnerability of peers.
Generally, bully targets can be children of any age – adolescents and kindergarten. They may be reluctant to
tell parents out of fear or shame. They may not want to go to school. They may complain of headaches or stomach
aches, and may manifest anxiety and sadness, lack of self esteem, sudden drop in school performance, trouble eating
or sleeping, sudden aggressive behavior, or displays of temper. They may have conflicts with siblings or playmates.
There may be repeated loss of/ or damage to personal belongings and unexplained injuries. Evidence from literature
suggests that targets of bullies may experience adverse socio emotional growth. They may be anxious, depressed,
isolate themselves from peers and avoid schools (Berthold& Hoover, 2005; Slee, 1994; Walker, Ramsey & Cresham,
2005). Moreover, it can even affect the entire school population and create an environment of fear which may disrupt
academic learning (Whitted & Dupper, 2005). Victims can be upset, afraid, ashamed and embarrassed about going to
school. The signs may not be visible if the adolescent can manage the aftermath of bullying. The incidents might take
place without parents and teachers ever knowing about them.
Usually, the effect of bullying is always at the negative side and can linger for a very long time. The victims
can become depressed, lose interest in school activities and at times become truants, due to fear of the bullies. There
is indication that victims who experienced bullying during childhood were depressed and had lower self-esteem than
their peers who did not experience bullying during childhood (Olweus, 1993).
According to Bainbridge (2012), between 15-20% of students in the United States are bullied sometimes or
often. It usually begins in elementary schools, gets to its’ peak in sixth through eight grades and continues in high
school. What is more, boys are more likely than girls to bully others. Good, Mclntosh & Gietz (2011) noted that in
Canada and United States, bullying is a wide spread problem. In a survey that involved five hundred and twelve
American youths, it was reported that 52% of students said that they knew someone who was considered a bully.
Rice 2003 as cited in Fairholm & Mader (2006) stated that 67% of the respondents revealed that they witnessed
bullying once or twice daily. In another survey by World Health Organization, Canada and United States ranked 12th
and 15th respectively out of thirty-five countries surveyed (Craig & Harel, 2004). The indication is that bullies are
mostly found within primary and secondary school levels where students are mainly adolescents.
Adolescence stage is noted as a time of rapid physical change or development. It is a time of adjusting to the
strange and unfamiliar body changes, forging new relationship and emerging intellectual powers. As we have
observed elsewhere (Igbo, 2006), adolescence stage is the stage when children are becoming more independent from
their parents and want to spend most of their time with peers. This is in essence, what induces much confusion in the
mind of adolescents. This teenage year has been defined as early as 1904 by Hall, as a period of great storm and
stress. This period further seen as stressful, confusion prone and full of despair (Onu, 2004). At this stage of
development, therefore, the adolescent begins to strive towards self-assurance, economic independence and the
acquisition of set values to guide his behaviours. This is linked with the major physical changes that children
undergo, such as hormonal changes which lead to different manifestations of physical changes that adolescents are
not familiar with. These include the sudden increases in height, weight and bodily changes, the expansion of chest,
and change of voice for boys and the development of breast and menstruation for girls. All these help to change the
adolescents mood.

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Bullying increases as a result of physical development (Bukowski, Sippola and Newcomb, 2000). It is in the
process of expressing their dominance that adolescents manifest bullying as a way of social acceptance to their peer
groups. For Pellegrini and Long (2002) bullying is a way of establishing social dominance but reduces as adolescents
establish their social groups.
In a study of bullying carried out by Whitney and Smith (1993) the findings indicate that children reported
being victims of bullying in school. Bullying and being bullied reduced as children grow older. Boys were found to
be bullies more than girls. Teachers were able to identify bullies as well as the victims. Above all, 60% of children
reported that they do not like bullying. Generally the researchers’ findings indicated that children are usually not
comfortable with bullying and would wish it does not exist. In addition to these findings, according to Martin et al
(2007) boys are more likely to be physical bullies (fighting) while girls are more likely to be psychological bullies
(name calling and excluding others from their play group, and gossiping).
In another study carried out by Pellegrini and Long (2002) on pattern of bullying, the findings indicate that
bullying increased in primary and junior secondary levels and decreased at senior secondary school level. There is
the indication that boys manifest bullying behaviours more than girls. In another study by Santrock (2005) on
bullying, the results indicate that the victims of bullies fall within children that are withdrawn, being belittled about
their looks and speech and children with close and emotionally intense relationship with parents. All these might
promote low-self esteem and self doubts, and worries that peer group or bullies perceive as weakness. On the other
hand, bullies are usually learning disabled, always having low grades and often drink alcohol. Some researchers
found that victims of bullying have parents who were intrusive, demanding, and adamant, lukewarm look-worm in
handling their children (Coleman and Byrd, 2003, Nansel & Overpeck, 2002). Hence the emphasis on personality
of the individual adolescent is necessary for ones life. According to Olweus (1997) personality may differentiate who
becomes bully and who becomes target of bullies. For bullies in most cases they act on their aggressive impulses. As
noted earlier many victims of bullying do not report that they are being bullied or even talk to an adult about it
(Bainbridge, 2012). As such it is very important to look out for possible bullying traits.
Trait is seen as a consistent and enduring way that individuals act across a variety of situations (Martin &
Osborne, 1992). Therefore, trait has to do with inner aspect of people that help to determine their actions or
behaviours. Individuals/Students get into intimidating others because of their bullying personality trait which cannot
be suppressed by the individuals due to the fact that it is part and parcel of their behaviour. When something is
enduring, it means that the particular thing/object continues in the same stage.
For one to be regarded as a bully, means that the individual or student has the ability to persist in
manifesting bullying traits or characteristics. These characteristics can manifest in form of central traits such as self-
centeredness, ability to manipulate, untrustworthy, aggressive, suspicious, cruel, dominant, self-assured, self-
sufficient, less intelligent, and lack of self-control (Martin, Carlson, & Buskist, 2007).
Olweus (1997) stated that in controlling bullying adults should be involved, warned against bullying,
interested and made to be understood that bullying is not acceptable in the society. In addition it was stated that
schools take wise decision to prevent bullying which has to do with depression, loneliness, and absenteeism
(Juvonen, Nishina & Graham, 2000). This means that bullies exert fear and withdrawal on their victims
In a study by Ujah (2006) on assessment of behavioural problems among schooling adolescents in Obollo-
Afor in Nigeria, the findings indicate that the adolescent’s behavioural traits and characters are porous and are
readily drawn more to negative adventures. It was observed that to minimize or reduce bullying, parents should avoid
authoritarian style of child upbringing, and poor supervision. Conducive environment should be created and children
should be assessed whether they are sensitive to emotional and social events. Awareness to social cognition and
manipulation is necessary (Martin et al, 2007). This means that both nature, in relation to emotions and nurture,
which has to do with environmental influences, are necessary factors in minimizing or controlling bullying traits
among children.
As indicated earlier, there are many bullying traits. They include withdrawing from favorite activities,
declining interests in school or after-school activities, withdrawing from friends or social circle, wanting to run away,
anger, stress, volatile emotions, consistently missing classes, torn clothes, back pack or loss of other personal items,
including writing materials, books, home work and lunch box. The victim may want to take knife or even gun to
school for protection. There might be bruises and loss or increase in appetite. Tannelli (2012) identified other

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bullying traits as name calling, teasing, taunting, intimidation, threatening, insulting someone about weight, height,
race, sexuality and religion. It can also include shoving, hitting, excluding someone and gossiping about somebody.
There may be sudden drops in grades or loss of interest in usual activities and even thoughts of suicide. Fraiser- Thill
(2012) and Tannelli (2012) noted that increased use of technology at an early age such as cell phones, instant
messaging, e-mail and face book have made new ways of bullying possible such as cyber bullying. Certain traits of
bullying have been identified in younger children. They are impulsivity, easily frustrated and lacks empathy, trouble
following rules, and viewing violence in a positive way. Such children can develop anti social or violent behaviors
when they grow up (Tannelli, 2012). Adolescent bullies tend to be more physically strong, have higher social status
and are more powerful.
Statement of the problem
Bullying is a very serious problem in primary and secondary schools. If not seriously tackled, bullying can
lead to absence from school, damage to school property and even death. Some students had been hospitalized as a
result of bullying which consequently affected their academic performance. In some cases, the victims of bullying do
not report incidences of bullying to their parents, guardians and teachers and end up being emotionally depressed and
truants. Students with special needs are worse hit because by their very nature, they are very vulnerable. Therefore,
this study was designed to explore bullying traits and techniques that could be adopted to actualize the reduction of
bullying among schooling adolescents. There is the need to be able to identify some bullying traits among schooling
adolescents and techniques that could be adopted to curb or substantially reduce bullying among schooling
adolescents. To help achieve the purpose, the study was guided by two research questions:
Research questions
1. What are the bullying traits perceived by schooling adolescents in Nigeria?
2. What assessment techniques are appropriate for measuring bullying traits among schooling adolescents?
The study was guided by a null hypothesis which was tested at 0.05 level of significance:
1.1 Methods
1.11 Design of the study
The design of the study was descriptive survey. It was a survey of bullying traits as perceived by schooling
adolescents and the techniques adopted to actualize the reduction of bullying traits among adolescents in Nigeria
1.1.2 Area of the study
The area of the study is the south-east of Nigeria. These are Anambra, Imo, Abia, Enugu and Ebonyi States of
Nigeria.
1.1.3 Sample and sampling techniques
The sample for the study consists of 150 students who were proportionally drawn from the south-east part of Nigeria,
which is made up of Anambra, Imo, Abia, Enugu and Ebonyi States of Nigeria. To be able to achieve this, a
proportionate random sampling technique was adopted in selecting adolescents in each geo political zone.
1.1.4 Instrument for data collection
The instrument used for data collection was a structured questionnaire. This is a four point rating scale questionnaire
developed by the researchers through extensive review of literature. The instrument was made up of information that
were used to answer the research questions that guided the study. The items of the questionnaire were structured on a
four point rating scale of Very Great Extent (VGE) (4), Great Extent (GE) (3), Little Extent (LE) (2), and Very Little
Extent (VLE) (1).
1.1.5 Validation of the instrument
The instrument was face validated by three experts in Educational Psychology, Measurement and Evaluation and
Special Education. The inputs they made were very meaningful and led to the final production of the instrument.
1.1.6 Reliability of the instrument
An internal consistency reliability estimate of 0.88 was obtained for the instrument. This showed that the instrument
was reliable for the study.

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1.1.7 Method of data collection
Three research assistants who were directed on how to administer the instrument were recruited. The assistants
helped in the distribution and collection of data The questionnaires were directly administered on the respondents
and were collected on the spot.
1.1.8 Method of data analysis
Data for the study were analyzed by the use of means and standard deviation. The decision rule that guided
interpretation was as follows:
1. 0.50- 1.49 was interpreted as Strongly Disagree (SD).
2. 1.50- 2.49 was interpreted as Disagree (D)
3. 2.50- 3.49 was interpreted as Agree (A)
4. 3.50-4.49 was interpreted as Strongly Agree (SA)
1.1.9 Result
1.2.0 Research Question 1: What are the bullying traits perceived by schooling adolescent in Nigeria?
Table 1: Bullying traits as perceived by schooling adolescents
S/N Bullying Traits N X SD Decision
1 Bullying is characterized unprovoked aggression 150 3.95 1.06 SA
2 Bullies are known for spreading rumours 150 2.58 1.03 A
3 Are known for their truancy 150 1.86 .819 D
4 Stressed up and are always unfriendly 150 2.53 1.01 A
5 Consistently missing classes 150 2.53 1.07 A
6 Create problems by name calling and fighting 150 2.89 .949 A
7 Gossip and intimidate classmates 150 3.23 .942 A
8 Are interested in cyber bullying 150 2.67 1.05 A
9 Are easily frustrated and lack empathy for others 150 3.35 .820 A
10 Always view violence in positive ways 150 3.19 .895 A
11 Are powerful and use it as advantage over weaker ones 150 3.33 .855 A
12 Bullies are always anxious about everything 150 3.28 .787 A

Data presented in table 1 indicate that the respondents strongly agree with item 1 and disagree in item 3.
The respondents all agree with items, 2, 4, 5, 6, 7, 8, 9, 10, 11, and 12 as bullying traits observed with the schooling
adolescents or that the bullies posses these traits in the school. On the other hand, the standard deviation of all the
items are not high, rather the means (X) are higher which shows that the differences between the mean (X) scores is
little. This implies that the respondent’s views are almost at the same level.

1.2.1 Research Question 2: What assessment techniques are appropriate for measuring bullying traits among
schooling adolescents?

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Table 2: Assessment techniques for measuring schooling adolescents with bullying traits
S/N Bullying traits assessment techniques N X SD Decision
1 Assessment procedure should be longitudinal for at least 150 3.12 1.00 Agree
three consecutive years
2 Comprehensive assessment on every child with bullying 150 2.76 .96 Agree
traits should be examined by counselors, psychologists
and special educationists
3 Assessment of children with bullying traits should 150 3.42 .94 Agree
involve observation, interview, anecdotal and projection
4 Children emotional status should be considered 150 2.60 1.06 Agree
5 Assessment of children with bullying traits should be 150 3.28 .83 Agree
focused
6 Comprehensive family background should be considered 150 2.48 1.01 Disagree
7 Physical appearance of children with bullying trait should 150 2.86 .90 Agree
be considered.
8 Continuous assessment of children with bullying traits is 150 3.24 .87 Agree
necessary for early notification
9 Socio-economic background of children with bullying 150 2.64 1.10 Agree
traits should be considered
10 Parents and teachers should monitor children with 150 3.52 .78 Strongly
intimidating tendencies Agree
11 Assessment results of children with bullying traits should 150 3.46 .64 Agree
be evaluated and used appropriately for better adjustment
12 Parents views should be considered in the assessment of 150 2.04 .73 Disagree
children with bullying traits

Data presented on table 2 shows that the respondents, in response to the assessment techniques that are appropriate
for measuring bullying traits within the schooling adolescents, agree with items 1, 2, 3, 4, 5, 7, 8, 9, and 11. The
respondents ‘strongly agree’ with item 10 and disagree with items 6 and 12 respectively. The standard deviation of
the items range between .64 to 1.06 which implies that the deviation between the respondents mean scores is
minimal. This also indicates that they operate within the same level in their decisions or their stands.
1.2.2 Discussion of Results
The results revealed that responses, according to respondents on the bullying traits exist and in different
ways. Specifically, the respondents are of the view that bullying is characterized by unprovoked aggression by the
bullies on their victims. According to the responses, at times bullying traits can manifest by the fact that the bullies
are easily frustrated and lack empathy for others, are powerful and apply it to their advantage over the weaker ones.
They gossip and at the same time intimidate others. They are always anxious about everything which probably
makes children with bullying traits to be restless and always perceiving violence as an opportunity to create
problems. They love calling others names and are ready to fight at all times. Other findings include spreading
rumours, stressed up and are always unfriendly, consistently missing classes even when the bullies are within the
school compound. Above all, one of the findings indicates that bullies have graduated into cyber bullying with the
introduction of internet facilities.
The findings of this study in relation to bullying traits have support in some literatures. Findings by Tannelli
(2012) identified name calling, threatening, intimidation, and taunting. In line with this, Swearer, Song, Cary, Eagler
& Mickelson, (2001) findings indicated that bullying traits include aggression, impulsiveness, hot temperedness,
fearless, lack of empathy, and self confidence. Marton & Osborne (1992) in their findings were able to identify self-

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assurance and lack of control as bullying trait among children. This implies that bullying traits exist and can manifest
in different forms.
The results in table 2 indicate the techniques that can be applied to reduce bullying among schooling
adolescents. The responses of the respondents show that for bullying to be minimized, the following assessment
techniques should be considered, comprehensive assessment of bullying traits by specialists in child development,
consideration of children’s emotional status, socio-economic background, and their physical appearance. Other
findings include consideration of parents and teachers views in the assessment of children with bullying traits,
monitoring children with intimidating tendencies and focusing on bullying traits. These findings are in line with the
findings of some researches conducted outside the Nigerian context. In a study by Cumminings et al (2006), the
researchers emphasized on checking the emotional states of children as they develop. Other researchers also
emphasized that bullies sensitivity to emotional and social events in their relationship with others as are means of
checking or measuring bullying among schooling adolescents (Martin et al 2007) This means that the bullies
emotional and social levels will be of positive use, if these are under control.
Conclusion
Bullying trait is a process of forming the habit of dealing with others that are weak in a cruel way, in order
to gain power over the victims. Bullying and bullying traits are seen as negative ways of gaining social interest
among peer groups which has to do with intimidation, fighting, gossiping, unprovoked aggression, unfriendly,
frustration and lack of empathy for others. On the other hand, there are evidences that the techniques stated were
applicable techniques that would go a long way to reduce bullying and bullying traits among setting.

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