Bullying Behavior and School Bonding for Predicting Student Engagement among Chilean Adolescents

Autor/inn/en	Varela, Jorge J.; Muñoz, Gonzalo J.; Reschly, Amy; Melipillán, Roberto
Titel	Bullying Behavior and School Bonding for Predicting Student Engagement among Chilean Adolescents
Quelle	In: Journal of School Violence, 21 (2022) 3, S.327-341 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2022.2098501
Schlagwörter	Bullying; Victims; Student Behavior; Predictor Variables; Resilience (Psychology); Student Participation; Student School Relationship; Interpersonal Relationship; Foreign Countries; Educational Environment; Grade 7; Grade 8; Grade 9; Grade 10; Emotional Response; Chile + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Student behaviour; Schülerverhalten; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schüler-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Emotionales Verhalten
Abstract	Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences -- particularly bullying behavior as a victim or perpetrator -- impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as a protective factor. Our results indicated that perpetration predicted students' cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01