Peer Victimization and Authoritative School Climate: A Multilevel Approach

Autor/inn/en	Cornell, Dewey; Shukla, Kathan; Konold, Timothy
Titel	Peer Victimization and Authoritative School Climate: A Multilevel Approach
Quelle	In: Journal of Educational Psychology, 107 (2015) 4, S.1186-1201 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000038
Schlagwörter	Educational Environment; Victims; Bullying; Peer Relationship; Incidence; Multivariate Analysis; Grade 7; Grade 8; Correlation; Teacher Role; School Personnel; Secondary School Students; Public Schools; Student Surveys; Online Surveys; Discipline Policy; Teacher Student Relationship; Likert Scales; Student Characteristics; Virginia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Victim; Opfer; Mobbing; Peer-Beziehungen; Vorkommen; Multivariate Analyse; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Lehrerrolle; Schulpersonal; Sekundarschüler; Public school; Öffentliche Schule; Schülerbefragung; Disziplinarmaßnahme; Teacher student relationships; Lehrer-Schüler-Beziehung; Likert-Skala
Abstract	School climate is widely recognized as an important influence on peer victimization in schools. The purpose of this study is to examine how authoritative school climate theory provides a framework for conceptualizing 2 key features of school climate--disciplinary structure and student support--that are associated with 3 measures of peer victimization. Multilevel multivariate modeling in a statewide sample of 39,364 7th- and 8th-grade students attending 423 schools revealed meaningful associations at both the student and school levels of analysis. Higher disciplinary structure was associated with lower levels of prevalence of teasing and bullying, bullying victimization, and general victimization. Higher student support was associated with lower prevalence of teasing and bullying and general victimization. Overall, these findings add new evidence to the theory that an authoritative school climate is conducive to lower peer victimization. (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