Teachers' views and beliefs about bullying: Influences on classroom management strategies and students' coping with peer victimization
Teachers' views and beliefs about bullying: Influences on classroom management strategies and students' coping with peer victimization
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DOI：
10.1016/j.jsp.2007.07.005
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发表时间：
2008-08-01
影响因子：
5
通讯作者：
Pelletier, Marie E.
中科院分区：
文献类型：
--
作者：
Kochenderfer-Ladd, Becky;Pelletier, Marie E.
采用多水平设计对教师对欺负行为的态度（信念）（例如，它是规范性的;有主见的孩子不会被欺负;如果孩子们避开刻薄的孩子，他们就不会被欺负）被假设为影响他们是否以及如何干预欺凌互动。反过来，有人假设，教师的策略会影响他们的学生如何科普受害和受害的频率由他们的学生报告。收集了34个二年级和四年级教师和363个种族多样化的学生（188名男孩; 175名女孩; M年龄= 9岁2个月）的数据。结果表明，教师不太可能干预，如果他们认为欺负规范的行为，但更有可能干预，如果他们持有主张或回避的信念。此外，回避的信念是预测分离的学生，然后直接和间接（通过减少报复寻求）与较低水平的同伴受害。教师的观点或管理策略没有出现年级差异，但是，检测到轻微的性别差异，将进行讨论。由Elsevier Ltd.代表学校心理学研究协会出版。
A multilevel design was used to test a model in which teachers' attitudes (beliefs) about bullying (e.g., it is normative; assertive children do not get bullied; children wouldn't be bullied if they avoided mean kids) were hypothesized to influence if and how they intervene in bullying interactions. In turn, it was hypothesized that teachers' strategies would influence how their students cope with victimization and the frequency of victimization reported by their students. Data were gathered on 34 2nd and 4th grade teachers and 363 ethnically-diverse students (188 boys; 175 girls; M age= 9 years 2 months). Results indicated that teachers were not likely to intervene if they viewed bullying as normative behavior, but were more likely to intervene if they held either assertion or avoidant beliefs. Moreover, avoidant beliefs were predictive of separating students which was then associated both directly and indirectly (via reduced revenge seeking) with lower levels of peer victimization. No grade differences emerged for teachers' views or management strategies; however, minor sex differences were detected which will be discussed. Published by Elsevier Ltd. on behalf of Society for the Study of School Psychology.