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School Climate and Bullying Bystander Responses in Middle and High School

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Waasdorp, Tracy Evian (ORCID Waasdorp, Tracy Evian (ORCID 0000-0002-6176-7817); Fu, Rui (ORCID Fu, Rui (ORCID 0000-0002-8194-4665); Clary, Laura K. (ORCID Clary, Laura K. (ORCID 0000-0003-3959-374X); Bradshaw, Catherine P. (ORCID Bradshaw, Catherine P. (ORCID 0000-0003-2048-3225)
  • اللغة:
    English
  • المصدر:
    Grantee Submission. 2022.
  • الموضوع:
    2022
  • نوع التسجيلة:
    Reports - Research
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      62
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
      National Institute of Justice (NIJ) (DOJ)
      Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
    • Contract Number:
      R305H150027
      2014CKBX0005
      1R01HD10249101A1
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
      High Schools
    • الموضوع:
      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
    • الموضوع:
      Maryland
    • الرقم المعرف:
      10.1016/j.appdev.2022.101412
    • نبذة مختصرة :
      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.]
    • نبذة مختصرة :
      As Provided
    • IES Funded:
      Yes
    • الموضوع:
      2023
    • الرقم المعرف:
      ED628570