Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate

Autor/inn/en	Yang, Chunyan; Sharkey, Jill D.; Reed, Lauren A.; Chen, Chun; Dowdy, Erin
Titel	Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate
Quelle	In: School Psychology Quarterly, 33 (2018) 1, S.54-64 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000250
Schlagwörter	Bullying; Victims; Hierarchical Linear Modeling; Educational Environment; Elementary Schools; Middle Schools; High Schools; Student Participation; Learner Engagement; Prevention; Correlation; Comparative Analysis; Student Surveys; Student Characteristics; Statistical Analysis; Delaware + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prävention; Vorbeugung; Korrelation; Schülerbefragung; Statistische Analyse
Abstract	Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. Impact and Implications: The strong association between school climate and student engagement in this study supports the conclusion that fostering a positive school climate will promote greater student engagement for all students, including victims of 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