School climate and bystander responses to bullying
Dados Bibliográficos
| ID | 21376174 |
|---|---|
| Autores | Chiaki Konishi (0000-0003-1262-3152, Department of Educational and Counseling Psychology McGill University Montreal Quebec Canada, autor correspondente), Shelley Hymel (Department of Educational and Counseling Psychology, and Special Education University of British Columbia Vancouver British Columbia Canada), Tracy K Y Wong (0000-0002-0698-7817, Department of Educational and Counseling Psychology McGill University Montreal Quebec Canada), Terry Waterhouse (Safety and Risk Services Simon Fraser University Burnaby British Columbia Canada) |
| Ano | 2021 |
| Volume | 58 |
| Fascículo | 8 |
| Páginas | 1557-1574 |
| Data de publicação | 2021-08-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Psychology in the Schools (JOURNAL) |
| Identificadores do periódico | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22512 |
| OpenAlex | W3137792441 |
| Idioma | EN |
| Citações recebidas | 4 |
| Referências citadas | 69 |
This study examined the association between school climate and bystander responses to bullying. Participants included 26,176 secondary students (grades 8–12; 13,224 girls) from 76 schools across Western Canada, who were asked to complete a self‐reported, district‐wide, school‐based survey. Results from a contextual effects model in a two‐level multilevel modeling framework revealed that certain aspects of school climate significantly predicted different types of bystander behaviors. Specifically, greater student reports of school safety, adult support/respect, adult responsiveness, and adult/student acceptance of diversity predicted more active intervening behaviors. In addition, greater student perceptions of school safety, adult support/respect, and adult acceptance of diversity predicted less avoiding or neglecting behaviors. Interestingly, peer support, school belonging, student acceptance of diversity, and provision of opportunities were negatively related to seeking support from adults. This study underscores the unique and critical role of school climate on bystander behaviors among adolescents
Bystander effect · Developmental psychology · Diversity (politics) · Multilevel model · Pedagogy · Perception · School climate · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Psychology · Social Psychology · Youth Development and Social Support
Standing Against Bullying
School collective efficacy and passive bystanding in bullying. A chain mediation model of school justice and sense of community
Perceived School Fairness and Willingness to Report Bias‐Based Bullying Among Youth During Covid ‐19 Pandemic
School bullying and cyberbullying – associations of student’s roles with social-cognitive and affective reactions
Peer involvement in bullying
Examining the Social Context of Bullying Behaviors in Early Adolescence
A multilevel study of predictors of student perceptions of school climate
Translating research to practice in bullying prevention.
Declines in efficacy of anti-bullying programs among older adolescents
Observations of Bullying in the Classroom
Effectiveness of school-based programs to reduce bullying
The Interface of School Climate and School Connectedness and Relationships with Aggression and Victimization
The test of time
A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior
Long-term adult outcomes of peer victimization in childhood and adolescence
What teachers say and do to support students' autonomy during a learning activity.
Some problems with cyberbullying research
Cyberbullying on social network sites. An experimental study into bystanders’ behavioural intentions to help the victim or reinforce the bully
Stand by me
Supportive school climate and student willingness to seek help for bullying and threats of violence
A relational framework for understanding bullying
Authoritative school discipline
Bystanders Matter
Observations of Bullying and Victimization in the School Yard
A Review of School Climate Research
Hierarchical Linear Models
The Effect of Different Forms of Centering in Hierarchical Linear Models
Stop it, that's enough’
Naturalistic Observations of Peer Interventions in Bullying
What Adolescents Learn in Organized Youth Activities
Links from Teacher Beliefs to Peer Victimization and Bystander Intervention
Personal characteristics and contextual factors that determine “helping,” “joining in,” and “doing nothing” when witnessing cyberbullying
New Participant Role Scales
Enhancing children's responsibility to take action against bullying
Bullying as a group process
Relational Aggression at School
The Effects of School Climate on School Disorder
What Can Be Done About School Bullying
Prevention of school bullying
Counteracting Educational Injustice with Applied Critical Leadership
Stopping Child Bullying
Creating Culturally-Safe Schools for Māori Students
| Obras citantes distintas | 4 |
|---|---|
| Citações por ano | 1,33 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 4 |