Abstrakt
The paper provides theoretical and empirical knowledge of the issue of school bullying. It is oriented to the identification and description of the different forms of bullying in the classroom, as they are perceived and evaluated by participants.
It also aims to analysis of bullying process dynamics within individual roles scenarios of participants and their interactions with emotion regulation. The research was aimed at exploring of bullying as a process in schools and the impact of emotion regulation on the occurrence of bullying.
The research was carried out by the following methods - "Guess Who" and Cognitive Emotion Regulation Questionnaire (CERQ) on a sample of 489 pupils (12-13 years). We found out that the emotion regulation strategies could be grouped into adaptive and less adaptive strategies.
In addition, we observed that Positive reappraisal, Self-blame and Refocus on Planning are key regulation strategies that predicts roles of participants in the dynamics of the process of bullying. The effect of interaction of role in bullying and gender on the strategies of cognitive emotion regulation were verified.