Social Ostracism and Bullying Among Social Pedagogy and Pedagogy-Psychology Students

Abstract

This study examines the impact of social ostracism and bullying among students of social pedagogy, pedagogy, and psychology, while identifying differences in their coping strategies. Using a mixedmethods approach, 66 students (aged 17–22) were surveyed with the Need Threat Scale (NTS-O) to assess ostracism, the SACS questionnaire to analyze coping strategies, and vignettes to measure perceptions of social isolation. Results revealed that social pedagogy students exhibited higher selfesteem (p < 0.05), while psychology students reported greater existential meaningfulness (η² = 0.42). A significant positive correlation emerged between impulsivity and power/provocation clusters (r = 0.51), alongside a negative association between avoidance and self-esteem (r = -0.55). The study’s novelty lies in its cross-disciplinary comparison, uncovering profession-specific behavioral patterns: social pedagogues more frequently employed assertive strategies, whereas psychology students relied on cautious actions (χ² = 9.87, p = 0.043). Based on factor analysis, preventive measures are proposed, including emotion-regulation training and anti-bullying programs tailored to digital risks (e.g., social media, cyber-ostracism). The research advances coping theory by highlighting how academic specialization shapes resilience to social isolation. Practical recommendations emphasize integrating interdisciplinary approaches into educational policies to foster inclusive environments.