Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization
Effects on School Belonging
Dados Bibliográficos
| ID | 11670976 |
|---|---|
| Autores | Kate E Norwalk (0000-0003-4100-3753, University of North Carolina at Chapel Hill, autor correspondente), Jill V Hamm (University of North Carolina at Chapel Hill), Thomas W Farmer (0009-0004-8731-1422, Virginia Commonwealth University, Richmond, USA), Kathryn L Barnes (University of North Carolina at Chapel Hill) |
| Ano | 2015 |
| Volume | 36 |
| Fascículo | 7 |
| Páginas | 989-1009 |
| Data de publicação | 2015-06-16 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | The Journal of Early Adolescence (JOURNAL) |
| Identificadores do periódico | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Editora | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431615590230 |
| PMID | 28042195 |
| OpenAlex | W2288194397 |
| Idioma | EN |
| Citações recebidas | 26 |
| Referências citadas | 36 |
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants ( n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were "picked on." Teacher attunement represented the correspondence between self-identified and teacher-identified victims. Attunement at the beginning of the school year was related to positive changes in student reports that their peers would intervene in bullying; in turn, sense of belonging was greater when students perceived that their peers would intervene in bullying. Teacher attunement was indirectly related to greater belonging through its impact on student perceptions of the bullying context
Attunement · Context (archaeology · Developmental psychology · Perception · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Medicine · Psychology · Social Psychology · Youth Development and Social Support
Supporting the Inclusion of Socially Vulnerable Early Adolescents
Should I go to my teacher for help? Predictors of seeking the teacher’s assistance when victimized by peers
Network‐related teaching and changes in classroom seating
Teachers' perceptions of student defenders of bullied peers
Teachers as facilitators of positive intergroup dynamics and inclusion
Addressing the Sense of School Belonging Among All Students? A Systematic Literature Review
Preservice teachers’ developmental knowledge and preparation
Capturing the Prevalence, Patterns, and Predictors of Supportive Relationships in Early Adolescence
Interreligious Bullying and Academic Achievement Among Muslim and Non-Muslim Early Adolescents in Germany
Self- and Peer-Identified Victims in Late Childhood
Social and emotional skills and different bullying behavior of students
School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention
Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education
Drivers of human development
Teachers’ perceptions of middle schoolers’ social concerns
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs
Halo and association effects
Predicting the development of dependency on the teacher in late childhood
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Teachers’ subjective theories regarding social dynamics management and social participation of students with Intellectual Disabilities in inclusive classrooms
Teachers’ goals and strategies for classroom seating arrangements
Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools
Indiscipline
Teacher attunement to peer‐nominated aggressors
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School
Elementary School Staff Perspectives on Bullying Involvement among Students with Disabilities
Middle school improvement and reform
Revealing the invisible hand
Bullies and Victims in the Peer Ecology
The psychological sense of school membership among adolescents
Motivation, Personality, and Development Within Embedded Social Contexts
Active Defending and Passive Bystanding Behavior in Bullying
Students' Need for Belonging in the School Community
Supportive school climate and student willingness to seek help for bullying and threats of violence
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Moral Identity and Developmental Theory
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Developmental Changes in the Priority of Perceived Status in Childhood and Adolescence
Links from Teacher Beliefs to Peer Victimization and Bystander Intervention
Bullying as a group process
Early Adolescent Peer Ecologies in Rural Communities
Enhancing peer cultures of academic effort and achievement in early adolescence
Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School
Schools as Developmental Contexts During Adolescence
Teachers' and pupils' definitions of bullying
Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms
| Obras citantes distintas | 26 |
|---|---|
| Citações por ano | 2,36 |
| Intervalo de citações | 2015 - 2026 (12) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 26 |