Spirituality Studies 10-2 Fall 2024 73 Kristína Dědová, Anna Sleziaková, Veronika Mihaliková Table 3 Testing Differences in Aggressors Parameter Unbullied adolescents Aggressor t p Cohen’s d M SD M SD Spirituality importance 4.23 2.02 3.92 1.91 −0.83 0.44 −0.156 Spirituality practice 3.06 2.09 2.56 1.94 −1.255 0.22 −0.247 Loneliness 17.94 5.59 21.16 6.48 −2.443 0.022 0.531 Emotional loneliness 9.42 3.00 11.24 3.166 2.825 0.009 0.59 Social loneliness 8.52 3.11 9.92 3.52 1.95 0.062 0.42 3.3.3 Role of Defender In terms of experiencing the importance of spirituality, we found no statistically significant differences between the role of defender and students who did not engage in bullying (t(645)=-1.265; p=0.206; d=-0.099) or practicing spirituality (t(645)=-0.928; p=0.354; d=-0.073). In the case of loneliness, we demonstrated statistically significant differences between the role of defender and students who did not engage in bullying, both overall (t(646)=3.113; p=0.002; d=0.245) with a mean difference of 1.38 points, both partially for emotional loneliness (t(645)=2.806; p=0.005; d=0.22) with a mean difference of 0.66 points, and for social loneliness (t(646)=2.904; p=0.004; d=0.23) with a mean difference of 0.71 points. For overall loneliness, defenders scored M=18.75 points on average (SD=5.63) compared to non-bullied students (M=17.37; SD=5.61). For emotional loneliness, defenders scored an average of M=9.82 (SD=2.98) compared to non-bullied students (M=9.15; SD=3.04), and for social loneliness, identically, defenders scored higher (M=8.93; SD=3.14) compared to non-bullied students (M=9.15; SD=3.10). We also demonstrated a statistically significant difference in the social loneliness measure (t(646)=3.113; p=0.002; d=0.245) with a mean difference of 1.375 points. Individuals in the defender role scored an average of M=18.75 (SD=5.63) compared to the non-bullied students, which scored M=17.37 (SD=5.61). The results are summarized in Table 4.
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