Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States
Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States
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DOI：
10.1891/0886-6708.vv-d-14-00046
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发表时间：
2015-01-01
影响因子：
1.1
通讯作者：
Thornberg, Robert
中科院分区：
文献类型：
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作者：
Espelage, Dorothy L.;Hong, Jun Sung;Thornberg, Robert
本研究以3所小学的300名小学五年级学生为样本，考察了小学到中学过渡阶段欺负行为的社会人口学特征和社会环境因素，其中237人在时间二年级时参与了欺负行为。使用聚类分析，我们发现一组学生报告欺凌行为没有增加，一些减少了欺凌行为，一些增加了欺凌行为。报告欺凌行为增加的学生也报告了学校归属感和教师从属关系的减少，以及教师不满的增加。报告欺凌事件减少的学生也报告了受害事件的减少。这些发现表明，在整个转变过程中，学生与学校和他们的老师关系的变化预示着欺凌行为的变化。
This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students' relations to school and their teachers are predictive of changes in bullying.