Understanding the Relationship between Perceived School Climate and Bullying: A Mediator Analysis

Autor/inn/en	Acosta, Joie; Chinman, Matthew; Ebener, Patricia; Malone, Patrick S.; Phillips, Andrea; Wilks, Asa
Titel	Understanding the Relationship between Perceived School Climate and Bullying: A Mediator Analysis
Quelle	In: Journal of School Violence, 18 (2019) 2, S.200-215 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2018.1453820
Schlagwörter	Correlation; Educational Environment; Bullying; Middle School Students; Empathy; Peer Relationship; Student School Relationship; Student Behavior; Computer Mediated Communication; Assertiveness; Role; Student Attitudes; Victims; Maine + Suchen Sie Ihr Suchwort? Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mobbing; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Empathie; Peer-Beziehungen; Schüler-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Computerkonferenz; Rollen; Victim; Opfer
Abstract	This study assesses how perceptions of school climate and four mediating factors (school connectedness, peer attachment, assertiveness, and empathy) influence reports of bullying behaviors among 2,834 students in 14 middle schools. Results revealed that students in positive school climates reported experiencing fewer physical, emotional, and cyberbullying behaviors. They also reported greater levels of school connectedness, peer attachment, assertiveness, and empathy, which in turn helped explain the influence of perceived school climate on bullying. In addition, the greater levels of empathy that students reported, the more likely they were to report being bullied. These results highlight the role that perceptions of school climate can play in influencing bullying and underscore the importance of mediating factors as schools work to track and improve school climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01