Teachers' victimization-related beliefs and strategies: associations with students' aggressive behavior and peer victimization.
Teachers' victimization-related beliefs and strategies: associations with students' aggressive behavior and peer victimization.
复制标题
教师与受害相关的信念和策略：与学生的攻击行为和同伴受害的关联。
DOI：
10.1007/s10802-013-9840-y
复制
发表时间：
2015
影响因子：
3.6
通讯作者：
Ladd,GaryW
中科院分区：
文献类型：
--
作者：
Troop-Gordon,Wendy;Ladd,GaryW
虽然教师经常被要求减少儿童的欺凌和侵略，很少有人知道教师的反应，学生的骚扰同龄人或信念，可能会告知他们的应对策略。为了解决这一局限性，从170名六年级和七年级教师（33名男性; 137名女性）和2 938名学生（1 413名女孩; 1 525名男孩）中收集了数据。教师的信念同伴受害预测他们的努力，建议受害者如何科普同伴骚扰。特别是，教师谁持有更多的同行受害的规范性观点不太可能报告斥责侵略性学生，更有可能利用被动应对策略。教师的信念和策略与秋季和春季的课堂攻击和同伴受害水平之间出现了具体的联系，以及学生在学年中的攻击行为和受害的变化。干预的影响进行了讨论。
Although teachers are often called upon to reduce children’s bullying and aggression, little is known regarding teachers’ responses to students’ harassment of peers or the beliefs which may inform their response strategies. To address this limitation, data were collected from 170 6th- and 7th-grade teachers (33 men; 137 women) and 2,938 (1,413 girls; 1,525 boys) of their students. Teachers beliefs regarding peer victimization were predictive of their efforts to advice victims how to cope with peer harassment. In particular, teachers who held more normative views of peer victimization were less likely to report reprimanding aggressive students and were more likely to utilize passive response strategies. Specific links emerged between teachers’ beliefs and strategies and classroom-levels of aggression and peer victimization in the fall and in the spring, as well as changes in students’ aggressive behavior and victimization over the course of the school year. Implications for intervention are discussed.