Bullying and middle school students with and without specific learning disabilities: an examination of social-ecological predictors.
Bullying and middle school students with and without specific learning disabilities: an examination of social-ecological predictors.
复制标题
欺凌和有或没有特定学习障碍的中学生：社会生态预测因素的检查。
DOI：
10.1177/0022219413496279
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发表时间：
2015
影响因子：
3
通讯作者：
Aragon,StevenR
中科院分区：
文献类型：
--
作者：
Rose,ChadAllen;Espelage,DorothyL;Monda-Amaya,LisaE;Shogren,KarrieA;Aragon,StevenR
本研究调查了人口统计学变量、归属感和社会支持作为特殊学习障碍学生和非残疾学生参与欺凌的预测因素。虽然这些学生群体的特点不同，但结果表明，参与欺凌行为是不变的。然而，性别、种族、平均成绩和课外活动的参与成为参与欺凌动态的重要预测因素。此外，同伴社会支持的增加被发现是减少欺凌、受害、打架和愤怒的最重要的预测因素，对有特殊障碍的学生和没有残疾的学生都是如此。教育方面的影响包括建议学校采用多层次的反欺凌计划，以促进增加社会支持和同伴接受，并为有风险的学生群体纳入有针对性的干预措施。
The current study investigated demographic variables, sense of belonging, and social supports as predictors for involvement in bullying for students with specific learning disabilities (SLD) and students without disabilities. Although these student groups are characteristically different, results suggested involvement in bullying was invariant. However, gender, race, grade point average, and participation in extracurricular activities emerged as significant predictors for involvement in the bullying dynamic. In addition, increased peer social support was found to be the most significant predictor of decreased bullying, victimization, fighting, and anger for both students with SLD and students without disabilities. Educational implications include the suggestion that schools adopt multitiered antibullying programs that foster increased social supports and peer acceptance and incorporate targeted interventions for at-risk subpopulations of students.