https://www.um.edu.mt/library/oar/handle/123456789/143617 Thu, 23 Apr 2026 10:55:32 GMT 2026-04-23T10:55:32Z https://www.um.edu.mt/library/oar/handle/123456789/144942 Title: Bullying dynamics among adolescents in Malta : prevalence, patterns, and impacts on wellbeing Authors: Vella, Timothy; Vassallo, Jeannine Abstract: Bullying remains one of the most prevalent threats to adolescents’ wellbeing and mental health worldwide. This study examines the prevalence, nature, and impact of bullying and cyberbullying among 3,456 adolescents in Malta, specifically students attending Year 7, 9 or 11 in Malta’s mainstream schools (age 11-16 years), focusing on victimisation and perpetration experiences across different gender and school years. Face-to-face bullying, notably verbal abuse and social exclusion, were the most prevalent bullying forms. Boys were more likely to experience physical bullying, while girls more often experienced social exclusion. Younger students were more frequently involved in bullying perpetration and victimisation, and were more likely to intervene in bullying situations. Furthermore, the research demonstrates that both victims and perpetrators of bullying tend to experience lower levels of life satisfaction and self-esteem. This study contributes to a deeper understanding of bullying dynamics in Malta and offers insights for developing effective anti-bullying strategies in educational settings. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/144942 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/143629 Title: Classroom-related emotions through the lens of students’ academic concerns in higher education Authors: Farrugia, Lawrence; Borg, Colin; Torrilla, Leanne Abstract: Understanding how students’ academic concerns give rise to their emotions during classes is essential for fostering emotionally supportive and engaging higher education environments. While emotions in learning have been widely studied, less is known about how specific academic concerns act as antecedents that help explain students’ classroom-related emotions. This study examined how students’ concerns about lecture content, in-class engagement, workload, and competing roles influence the emotions they experience during classes in higher education. Data was collected from 380 undergraduate and postgraduate students, of whom 65.5% were female and the largest age group was 18–24 years (60.3%), enrolled at a Maltese higher education institution through an anonymous online questionnaire. A concurrent mixed-methods design was employed. Quantitative data were analysed using descriptive statistics and Kruskal-Wallis tests, while qualitative responses were examined through inductive thematic analysis to identify key concern areas. Results revealed significant differences in emotional responses by age and programme type, with younger students reporting higher levels of boredom, shame, and anxiety. Four main areas of concern emerged from qualitative data analysis: lecture relevance, engagement, workload balance, and wellbeing. Addressing these concerns through pedagogical design and psychosocial support can foster positive emotions, engagement, and emotional wellbeing in higher education. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/143629 2026-01-01T00:00:00Z