School Climate and Bullying Victimization: A Latent Class Growth Model Analysis

Autor/inn/en	Gage, Nicholas A.; Prykanowski, Debra A.; Larson, Alvin
Titel	School Climate and Bullying Victimization: A Latent Class Growth Model Analysis
Quelle	In: School Psychology Quarterly, 29 (2014) 3, S.256-271 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000064
Schlagwörter	Educational Environment; Bullying; Victims; Statistical Analysis; Aggression; Peer Groups; Correlation; Elementary School Students; Secondary School Students; Urban Areas; School Districts; At Risk Students; Student Diversity; Racial Differences; Prediction; Student Attitudes; Teacher Student Relationship; School Safety; Student School Relationship; Student Characteristics; Factor Structure; Factor Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mobbing; Victim; Opfer; Statistische Analyse; Gleichaltrigengruppe; Peer Group; Korrelation; Sekundarschüler; Urban area; Stadtregion; School district; Schulbezirk; Rassenunterschied; Vorhersage; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Faktorenstruktur; Faktorenanalyse; Regression; Regressionsanalyse
Abstract	Researchers investigating school-level approaches for bullying prevention are beginning to discuss and target school climate as a construct that (a) may predict prevalence and (b) be an avenue for school-wide intervention efforts (i.e., increasing positive school climate). Although promising, research has not fully examined and established the social-ecological link between school climate factors and bullying/peer aggression. To address this gap, we examined the association between school climate factors and bullying victimization for 4,742 students in Grades 3-12 across 3 school years in a large, very diverse urban school district using latent class growth modeling. Across 3 different models (elementary, secondary, and transition to middle school), a 3-class model was identified, which included students at high-risk for bullying victimization. Results indicated that, for all students, respect for diversity and student differences (e.g., racial diversity) predicted within-class decreases in reports of bullying. High-risk elementary students reported that adult support in school was a significant predictor of within-class reduction of bullying, and high-risk secondary students report peer support as a significant predictor of within-class reduction of bullying. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01