Classroom-Level Authoritative Teaching and Its Associations with Bullying Perpetration and Victimization

Autor/inn/en	Kloo, Mattias; Thornberg, Robert; Wänström, Linda
Titel	Classroom-Level Authoritative Teaching and Its Associations with Bullying Perpetration and Victimization
Quelle	In: Journal of School Violence, 22 (2023) 2, S.276-289 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kloo, Mattias) ORCID (Thornberg, Robert) ORCID (Wänström, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2023.2180746
Schlagwörter	Teaching Styles; Authoritarianism; Bullying; Victims; Teacher Student Relationship; Elementary School Students; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Autoritarismus; Mobbing; Victim; Opfer; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Schweden
Abstract	The aim of the present study was to investigate and clarify the association between authoritative teaching at the classroom level and bullying perpetration and victimization among Swedish upper elementary school students. For this purpose, authoritative teaching was analyzed both as combined construct, and as the effects of the two dimensions that characterize authoritative teaching (i.e. structure and support). In all, 1,522 students (M[subscript age] = 10.54 SD = 0.35) from 110 classrooms completed a questionnaire in their classrooms. The findings from the multilevel regression analyses showed that students in classrooms with less authoritative teachers engaged more in bullying behaviors and were more often victimized. When authoritative teaching was divided into structure and support, only teacher support showed a significant negative association with bullying perpetration and victimization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01