Authoritative School Discipline: High School Practices Associated with Lower Bullying and Victimization

Autor/inn/en	Gregory, Anne; Cornell, Dewey; Fan, Xitao; Sheras, Peter; Shih, Tse-Hua; Huang, Francis
Titel	Authoritative School Discipline: High School Practices Associated with Lower Bullying and Victimization
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.483-496 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0018562
Schlagwörter	Discipline; Bullying; School Safety; Adolescents; Victims of Crime; Enrollment Trends; School Culture; High Schools; Minority Groups; Low Income Groups; Adolescent Development; At Risk Students; Hispanic American Students; Asian American Students; Gender Differences; Racial Differences; Teacher Characteristics; Student Characteristics; Virginia + Suchen Sie Ihr Suchwort? Disziplin; Mobbing; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Victim; Victims; Crime; Opfer; Verbrechen; Schulkultur; Schulleben; High school; Oberschule; Ethnische Minderheit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Geschlechterkonflikt; Rassenunterschied
Abstract	In this study we examined authoritative discipline theory, which posits that 2 complementary aspects of school climate--structure and support--are important for adolescents' safety in school. Using a statewide sample of over 7,300 ninth-grade students and 2,900 teachers randomly selected from 290 high schools, we showed, using hierarchical linear modeling, that consistent enforcement of school discipline (structure) and availability of caring adults (support) were associated with school safety. Structure and support were associated with less bullying and victimization after we controlled for size of school enrollment and the proportion of ethnic minority and low-income students. These findings suggest that discipline practices should not be polarized into a "get tough" versus "give support" debate because both structure and support contribute to school safety for adolescents. (Contains 5 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10