Another multivariate analyses of variance also revealed a significant effect of bully status onattachment to teacher [Wilks’ λ= .917, F (3, 400) = 4.04, p< .01, η2= .29]. Even though the model wassignificant, post-hoc group comparisons using Tukey HSD test did not reveal any significant groupdifferences in terms of attachment to teacher. Thus, we did not assume any group differences regardingattachment to teacher variable in order to avoid Type 1 error. Table 4 also illustrates that there was nosignificant effect of bully status on loneliness scores [Wilks’ λ= .917, F (3, 400)= 2.88, p> .01, η2= .21]considering the new alpha level set after Bonferroni adjustment. Thus, students with different bullystatus did not differ regarding loneliness scores.In order to investigate gender difference regarding attachment to school and loneliness, anotherManova was performed (see table 5).Table 5. Gender Differences Regarding School Attachment and Loneliness