Comparison of the Structures of Bullying Participants’ Aggressive Behaviors in the School Environment

The aim of the study is to create a structure and identify significant differences in bullying participants’ aggressive behaviors in the school environment. The methodological foundation of the research includes the tenets of the study on bullying’s destructive effect on all its participants. The study involved students aged 10 to 16 who attended secondary schools in Kyiv (Ukraine), with a total number of n = 173. We created a diagram of bullying participants’ aggressive behaviors in the school environment. It was explained that the outlined area is a potential of the sample’s aggressive behavior. It was found that bullies significantly surpassed victims in three aggressiveness parameters (p ≤. 050; p ≤. 010; p < .001): “indirect aggression”, “irritation”, “pangs of conscience”, and on the integral aggressiveness scale. Victims significantly surpassed (p ≤. 050; p ≤. 010; p < .001) active bystanders in seven aggressiveness parameters and on two integral scales, passive bystanders – in two aggressiveness parameters and on the integral aggressiveness scales, and participants with no school-based bullying experience – in seven aggressiveness parameters and on two integral scales. It was substantiated that our comparative research is a confirmatory strategy with the elements of comparison that operationalize the most relevant dimensions characterizing the bullying phenomenon – aggressiveness parameters. It was summarized that bullying was considered a systemic model of the interrelated aggressive behaviors of all participants in this process. We obtained important scientific facts that should be learnt by the organizers of the educational activities in secondary education institutions.