School Truancy and the Disciplinary Problems of Bullying Victims

Autor/in	Gastic, Billie
Titel	School Truancy and the Disciplinary Problems of Bullying Victims
Quelle	In: Educational Review, 60 (2008) 4, S.391-404 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	High Schools; Suspension; Truancy; Bullying; Grade 10; Discipline; Antisocial Behavior; Student Behavior; High School Students; Correlation; At Risk Students; Delinquency; Transfer Students; Psychological Patterns; Victims of Crime; Student Attitudes; Student Characteristics; Educational Environment; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; Ausschluss; Schulausschluss; Schulabsentismus; Schulschwänzen; Schulverweigerung; Mobbing; Disziplin; Student behaviour; Schülerverhalten; High schools; Student; Students; Schüler; Schülerin; Studentin; Korrelation; Kriminalität; Hochschulwechsel; Schulwechsel; Studienortwechsel; Victim; Victims; Crime; Opfer; Verbrechen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; USA
Abstract	This study describes the truancy and disciplinary problems of high school bullying victims in the USA. Analyses are based on data from the Educational Longitudinal Study of 2002, a nationally representative sample of 10th graders (students aged 14-15) in the USA. Being bullied is found to be positively associated with increased risk of being frequently absent, getting into trouble excessively at school and being subject to formal school actions such as in- or out-of-school suspensions and disciplinary transfers for high school bullying victims. These findings are presented within the context of the current state of knowledge about the effects of bullying. Their implications for practice and future research are also discussed. (Contains 1 note and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10