What Makes a Defender? A Multilevel Study of Individual Correlates and Classroom Norms in Explaining Defending Behaviors

Autor/inn/en	Lucas-Molina, Beatriz; Giménez-Dasí, Marta; Fonseca-Pedrero, Eduardo; Pérez-Albéniz, Alicia
Titel	What Makes a Defender? A Multilevel Study of Individual Correlates and Classroom Norms in Explaining Defending Behaviors
Quelle	In: School Psychology Review, 47 (2018) 1, S.34-44 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Foreign Countries; Elementary School Students; Student Behavior; Student Characteristics; Behavior Standards; Social Behavior; Hierarchical Linear Modeling; Social Status; Student Attitudes; Bullying; Correlation; Grade 3; Grade 4; Grade 5; Grade 6; Classroom Environment; Statistical Analysis; Spain; Spain (Madrid) + Suchen Sie Ihr Suchwort? Ausland; Student behaviour; Schülerverhalten; Social behaviour; Soziales Verhalten; Sozialer Status; Mobbing; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Klassenklima; Unterrichtsklima; Statistische Analyse; Spanien
Abstract	This study examines the interplay between individual characteristics (social status, provictim attitudes, and family messages about conflict resolution) and classroom descriptive and injunctive norms (peer victimization behaviors and bullying-related beliefs, respectively) in explaining defending behavior. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3-6 (M = 9.80 years; SD = 1.24), nested within 103 classrooms in 27 schools. Multilevel modeling analyses showed that both individual and class characteristics helped to explain defending behavior. In addition, random slopes revealed that children with a high social status were more likely to support victims in classrooms where bullying was less accepted. These results expand previous findings in this field, demonstrating the need for a multilevel and interactive approach to the study of defending behavior. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01