School Climate and Bullying Bystander Responses in Middle and High School

Autor/inn/en	Waasdorp, Tracy Evian; Fu, Rui; Clary, Laura K.; Bradshaw, Catherine P.
Titel	School Climate and Bullying Bystander Responses in Middle and High School
Quelle	(2022), (62 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Waasdorp, Tracy Evian) ORCID (Fu, Rui) ORCID (Clary, Laura K.) ORCID (Bradshaw, Catherine P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Bullying; Middle School Students; High School Students; Audience Response; Student Reaction; Intervention; School Safety; Student Behavior; Aggression; Parent Teacher Cooperation; Teacher Student Relationship; Gender Differences; Adolescents; Age Differences; Racial Differences; Social Status; Predictor Variables; Student School Relationship; Maryland + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mobbing; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Zuschauerverhalten; Schülerkritik; Student behaviour; Schülerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Sozialer Status; Prädiktor; Schüler-Lehrer-Beziehung
Abstract	Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point. [This paper was published in "Journal of Applied Developmental Psychology" v80 Article 101412 2022.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01