Please use this identifier to cite or link to this item: https://publication.npru.ac.th/jspui/handle/123456789/2071
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dc.contributor.authorNawapan, Thiti-
dc.contributor.authorNusok, Kwanchanok-
dc.contributor.authorSatwinit, Pichet-
dc.contributor.authorTapin, Jariyaporn-
dc.contributor.authorDonmaphai, Sorrawit-
dc.date.accessioned2023-11-08T09:13:22Z-
dc.date.available2023-11-08T09:13:22Z-
dc.date.issued2023-07-14-
dc.identifier.isbn978-974-7063-43-1-
dc.identifier.urihttps://publication.npru.ac.th/jspui/handle/123456789/2071-
dc.description.abstractThe current qualitative study aims to study bullying experiences among university students. The researchers interviewed six university students. Following a conceptual framework from Olweus [1] and Muluk et al. [2], the researchers transcribe the interviews and code the data following thematic analysis. Three themes emerged; I am not a rotten dog, I am not a joker, and I don’t understand why teachers bully me. The result shows that bullying has remained in higher education. All participants revealed that they experience bullying, especially in the classroom. Social/emotional bullying has become the most frequent type of bullying, and it has the power to disrupt the students' motivation to learn in the classroom. The study implies that the teacher's classroom management can play a critical role in decreasing the number of bullying. Therefore, the teachers must play a teaching role and a consultant for the students to listen to the students toward bullying.en_US
dc.publisherThe 15th NPRU National Academic Conference Nakhon Pathom Rajabhat Universityen_US
dc.relation.ispartofseriesProceedings of the 15th NPRU National Academic Conference;2086-
dc.subjectbullyingen_US
dc.subjecta motivation to learnen_US
dc.subjectand an experience among university studentsen_US
dc.titleBullying: how university students experience bullying in their classroomsen_US
dc.typeArticleen_US
Appears in Collections:Proceedings of the 15th NPRU National Academic Conference

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