A Study on the Tolerance Value as a Predictor of Peer Bullying in Primary Schools
Abstract
This study examined the predictive role of tolerance value on peer bullying and exposure to bullying among primary school students. Using a correlational survey design, data were collected from 401 fourth-grade students (191 girls, 210 boys) enrolled in public primary schools in Türkiye. Students’ tolerance tendencies were measured using the Tolerance Tendency Scale, and peer bullying behaviors were assessed using the Peer Bullying Identification Scale – Child Form. Simple linear regression analyses were conducted to examine whether tolerance tendencies predicted bullying and victimization. The findings revealed that tolerance tendency significantly and negatively predicted bullying behaviors (R = −.44, R² = .19, p < .001), indicating that higher tolerance levels were associated with lower bullying behavior. However, tolerance tendency did not significantly predict exposure to bullying. These results suggest that tolerance functions as a protective factor against engaging in bullying but may not be sufficient to prevent victimization. The findings have important educational implications, highlighting the importance of integrating tolerance-based value education into school curricula as part of comprehensive bullying prevention strategies. Future studies may adopt longitudinal research designs to investigate the reciprocal relationships between tolerance and bullying behaviors over time. Furthermore, experimental or intervention-based studies may investigate the effectiveness of tolerance-focused programs in reducing bullying and improving the school environment. Examining the relationships between tolerance and other variables such as empathy, peer support, social environment, and school environment may help to better understand the dynamics of bullying.
Keywords
Bullying, peer bullying, values, values education, tolerance.
Ethical Statement
References
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