Level of Bonding to School and Perception of the School Environment by Bullies, Victims, and Bully Victims

Autor/in	Cunningham, Nancy J.
Titel	Level of Bonding to School and Perception of the School Environment by Bullies, Victims, and Bully Victims
Quelle	In: Journal of Early Adolescence, 27 (2007) 4, S.457-478 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431607302940
Schlagwörter	Peer Relationship; Bullying; Victims of Crime; Student Attitudes; Social Attitudes; Grade 6; Grade 7; Grade 8; Student Behavior; Antisocial Behavior; Student School Relationship; Educational Environment; At Risk Persons; Comparative Analysis; Prosocial Behavior; Interpersonal Competence; Emotional Development; Student Development; Social Development + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Mobbing; Victim; Victims; Crime; Opfer; Verbrechen; Schülerverhalten; Social attidude; Soziale Einstellung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Student behaviour; Schüler-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Risikogruppe; Interpersonale Kompetenz; Gefühlsbildung; Soziale Entwicklung
Abstract	Commitment and attachment to school and perception of school norms were examined in a sample of sixth, seventh, and eighth graders to determine whether bullies, victims, bully victims, and students who reported no or low levels of bullying and victimization differed in their level of bonding to school and their perceptions of standards and expectations for behavior in the school environment (protective factors). Risk factors for bullying were also examined. Results of a discriminant analysis demonstrated differences among the groups on the measures of risk and protective factors and perception of school norms. The grouping of variables differentiated between the comparison group and the bully, victim, and bully victim groups on a dimension of healthy functioning indicated by low risk for bullying and an investment in prosocial behaviors and beliefs. The results have implications for schools in promoting prosocial bonding through the development of academic, emotional, and social competence. (Contains 1 figure and 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10