Associations between Peer Bullying and Classroom Concentration: Evidence for Mediation by Perceived Personal Safety and Relationship with Teacher

Autor/inn/en	Boulton, Michael; Woodmansey, Helen; Williams, Emma; Spells, Ruth; Nicholas, Beth; Laxton, Eleanor; Holman, Gemma; Duke, Elizabeth
Titel	Associations between Peer Bullying and Classroom Concentration: Evidence for Mediation by Perceived Personal Safety and Relationship with Teacher
Quelle	In: Educational Psychology, 32 (2012) 3, S.277-294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2011.648903
Schlagwörter	Evidence; Phonetics; Bullying; Safety; Adjustment (to Environment); Teaching Methods; Teacher Student Relationship; Children; Foreign Countries; Correlation; Age Differences; Data Analysis; Primary Education; Educational Psychology; Classroom Environment; Attention; Learning; Barriers; United Kingdom + Suchen Sie Ihr Suchwort? Evidenz; Phonetik; Fonetik; Mobbing; Sicherheit; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Child; Kind; Kinder; Ausland; Korrelation; Age; Difference; Age difference; Altersunterschied; Auswertung; Primarbereich; Erziehungspsychologie; Pädagogische Psychologie; Klassenklima; Unterrichtsklima; Aufmerksamkeit; Lernen; Großbritannien
Abstract	Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9-11-year-old children attending seven junior schools in the UK, we tested a model in which children's perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation--product of coefficients and bootstrapping--supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10