How Students' Perceptions of the School Climate Influence Their Choice to upstand, Bystand, or Join Perpetrators of Bullying
How Students' Perceptions of the School Climate Influence Their Choice to upstand, Bystand, or Join Perpetrators of Bullying
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DOI：
10.17763/haer.84.2.h488313410l651mm
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发表时间：
2014-06-01
影响因子：
1.7
通讯作者：
Selman, Robert L.
中科院分区：
文献类型：
--
作者：
Ferrans, Silvia Diazgranados;Selman, Robert L.
本文的作者西尔维娅·迪亚兹格拉纳多斯·费兰斯 (Silvia Diazgranados Ferrans) 和罗伯特·塞尔曼 (Robert Selman) 使用新兴框架来探讨不同感知学校氛围下的学校文化规则如何影响早期青少年在目睹同伴攻击和欺凌时做出的挺身而出、旁观或加入施暴者的决定。通过扎根理论方法，他们重新审视了四所中学 23 名八年级学生的访谈数据，旨在以之前的研究为基础，完善其理论框架，以指导未来的欺凌研究。作者确定了四个学校层面的指标，这些指标在学生对学校气候安全、秩序的看法中很显着；关怀和赋权——并研究这些指标如何结合起来构成三种类型的感知学校氛围——疏忽、专制和凝聚力。他们探讨了这些感知到的学校氛围如何影响青少年在目睹学校欺凌行为时的策略选择，并记录了一系列关于学校可以采取哪些措施来防止欺凌的学生建议。
The authors of this article, Silvia Diazgranados Ferrans and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents' decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory approach, they revisit interview data from twenty-three eighth graders in four middle schools, with the aim of building on previous research and refining their theoretical framework to guide future research on bullying. The authors identify four school-level indicators that are salient in students' perceptions of their school climate-safety, order; care, and empowerment-and examine how these indicators combine to configure three types of perceived school climates-negligent, authoritarian, and cohesive. They explore how these perceived school climates influence adolescents' choice of strategy when they witness bullying in school and document a set of student recommendations about what schools can do to prevent bullying.