Seek Help from Teachers or Fight Back? Student Perceptions of Teachers' Actions during Conflicts and Responses to Peer Victimization

Autor/inn/en	Aceves, Mario J.; Hinshaw, Stephen P.; Mendoza-Denton, Rodolfo; Page-Gould, Elizabeth
Titel	Seek Help from Teachers or Fight Back? Student Perceptions of Teachers' Actions during Conflicts and Responses to Peer Victimization
Quelle	In: Journal of Youth and Adolescence, 39 (2010) 6, S.658-669 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-009-9441-9
Schlagwörter	Conflict; Adolescents; Path Analysis; Aggression; Student Attitudes; Teacher Behavior; Help Seeking; Vignettes; Ethnic Groups; Minority Groups; High School Students; Urban Schools; Questionnaires; Prediction; Gender Differences; Social Cognition; Teacher Student Relationship; Models + Suchen Sie Ihr Suchwort? Konflikt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pfadanalyse; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Ethnie; Ethnische Minderheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fragebogen; Vorhersage; Geschlechterkonflikt; Soziale Kognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell
Abstract	Previous research has shown that teachers' actions when addressing conflict on school grounds can shape adolescent perceptions regarding how well the school manages victimization. Our objective in this study was to determine how these perceptions influenced the likelihood that adolescent students would react to victimization scenarios by either seeking help from school authority or physically fighting back. Vignettes describing two events of victimization were administered to 148 ethnic minority adolescents (Latino, African American, and Asian backgrounds; 49% female) attending an urban high school with high rates of conflict. Positive perceptions of teachers' actions during conflicts--assessed via a questionnaire tapping how teachers manage student conflicts both generally and in a specific instance of strife--predicted a greater willingness to seek help from school authority, which in turn negatively predicted self-reported aggressive responses to the victimization scenarios. Path analysis established the viability of this indirect effect model, even when we controlled for sex, beliefs about the acceptability of aggression, and previous levels of reactive aggression. Adolescents' perceptions of teachers' actions during conflicts are discussed in relation to social information processing models, improving student-teacher relations, and decreasing aggression at schools. (Contains 4 tables, 1 figure, and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10