Literaturnachweis - Detailanzeige
Autor/inn/en | Lam, Shui-fong; Law, Wilbert; Chan, Chi-Keung; Wong, Bernard P. H.; Zhang, Xiao |
---|---|
Titel | A Latent Class Growth Analysis of School Bullying and Its Social Context: The Self-Determination Theory Perspective |
Quelle | In: School Psychology Quarterly, 30 (2015) 1, S.75-90 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1045-3830 |
DOI | 10.1037/spq0000067 |
Schlagwörter | Bullying; Social Theories; Self Determination; Victims; Prediction; Educational Environment; Correlation; Track System (Education); Group Membership; Longitudinal Studies; Secondary School Students; Foreign Countries; Theory Practice Relationship; Teacher Student Relationship; Academic Achievement; Prevention; Intervention; Statistical Analysis; Hong Kong Mobbing; Gesellschaftstheorie; Selbstbestimmung; Victim; Opfer; Vorhersage; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Leistungsgruppe; Leistungsdifferenzierung; Gruppenzugehörigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Ausland; Theorie-Praxis-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Prävention; Vorbeugung; Statistische Analyse; Hongkong |
Abstract | The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%), victims (3.0%), bully-victims (9.4%), and typical students (77.8%). There was a significant association between academic tracking and group membership. Students from the school with the lowest academic performance had a greater chance of being victims and bully-victims. Longitudinal data showed that all 4 groups tended to report less victimization over the years. The victims and the typical students also had a tendency to report less bullying over the years, but this tendency was reversed for bullies and bully-victims. Perceived support from teachers for relatedness significantly predicted membership of the groups of bullies and victims. Students with higher perceived support for relatedness from their teachers had a significantly lower likelihood of being bullies or victims. The findings have implications for the theory and practice of preventive interventions in school bullying. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |