Habaršy. Psihologiâ seriâsy

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ЖЕТКІНШЕКТІК ШАҚТАҒЫ ДЕВИАНТТЫ МІНЕЗ-ҚҰЛЫҚ ПРЕДИКТОРЛАРЫ
(Kazakh National Pedagogical University, 2026-09-27)
Жупаркул Бейсенова
;
Манзура Мурзабаева
;
Татьяна Жукова
;
Рауза Кашенева
;
Алия Бисенова
In recent decades, there has been an increase in adolescent involvement in deviant behavior. Previous studies have identified various variables that may influence this phenomenon. The purpose of this study was to identify predictors of deviant behavior and its relationship with family satisfaction and personality traits. The study involved 227 individuals aged 12 to 17 years from Almaty schools. The Deviant Behavior Versatility Scale (DBVS) by Sanchez et al. was used. It consists of 19 items describing various types of deviant behavior in adolescents, such as theft, drug and alcohol use, verbal and physical aggression, vandalism, truancy, lying and disobedience to authority figures. Eighty two percent of the 227 participants met the criteria for the deviant behavior scale. Descriptive statistics, regression analysis, Pearson correlation and the Mann-Whitney test were used to analyze the study. The study revealed gender differences in deviant behavior. The results showed that women were more likely to engage in mild forms of deviant behavior, while men were more likely to engage in severe forms of deviant behavior. Furthermore, a negative correlation was found between family satisfaction and deviant behavior. As a personality trait, agreeableness emerged as the most important factor determining deviant behavior in adolescents.
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БУЛЛИНГКЕ ҰШЫРАҒАН ОҚУШЫЛАРДЫҢ САРАЛАНҒАН ПСИХОӘЛЕУМЕТТІК ЖӘНЕ КОГНИТИВТІ ПРОФИЛЬДЕРІ
(Kazakh National Pedagogical University, 2025-12-31)
Айжан Таджибаева
;
Z.D. Utepbergenova
The aim of this study was to identify and compare the differentiated personality profiles of students involved in bullying situations as victims and aggressors. Bullying is viewed as aggressive behavior characterized by a power imbalance, repetition, and intentional harm, necessitating an analysis beyond a simple aggressor-victim dichotomy. The empirical study involved 71 students from Secondary School No. 66 in Almaty, with a mean age of 15.3 years. The methodology included a theoretical analysis of the literature and empirical methods utilizing the D. Olweus "Bullying" questionnaire and the 14-PF questionnaire. The Olweus diagnostic revealed that 29 students had encountered bullying, with 19 classified as aggressors and 10 as victims. A comparison of the personality profiles of the “Victim” and “Bully” groups, conducted using the Mann-Whitney U-test, successfully identified five statistically significant differences. The Victim profile is characterized by heightened vulnerability in the emotional and regulatory spheres, showing significantly higher sensitivity (I+) and excitability/anxiety (D+), along with low self-control (Q3-) and circumspection (F-). Conversely, the Bully profile demonstrates a combination of external impulsiveness and internal tension. They are significantly more heedless (F+) and practical/realistic (I-). Additionally, they exhibit a high level of self-control (Q3+) and an elevated score on the Neurasthenia/Hamlet Factor (J+), indicating internal discomfort that is likely compensated for by aggressive behavior. Conclusion: Although definitive conclusions on statistical significance are limited by the small sample size, the findings clearly differentiate the personality profiles of bullying participants. Aggressors are impulsive individuals with high internal tension who employ regulated aggression. Victims are sensitive, anxious, and weakly self-controlled individuals. The results affirm the need for targeted, stratified interventions that account for the specific psychological mechanisms underlying each role.

Habaršy. Psihologiâ seriâsy

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