Teacher-Student Agreement on "Bullies and Kids They Pick On" in Elementary School Classrooms
Gender and Grade Differences
Dados Bibliográficos
| ID | 4785998 |
|---|---|
| Autores | Hai-Jeong Ahn (Korean Educational Development Institute), Philip C Rodkin (University of Illinois Urbana-Champaign), Scott Gest, Scott D Gest (Pennsylvania State University) |
| Ano | 2013 |
| Volume | 52 |
| Fascículo | 4 |
| Páginas | 257-263 |
| Data de publicação | 2013-10-02 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Theory Into Practice (JOURNAL) |
| Identificadores do periódico | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2013.829728 |
| OpenAlex | W2005639769 |
| Idioma | EN |
| Citações recebidas | 16 |
| Referências citadas | 28 |
This article examined teacher–student agreement on the measure: "bullies and kids they pick on" in 38 (15 first, 12 third, and 11 fifth grade) elementary school classrooms. Overall agreement between teachers and students was low, 7.9%. The frequency of bully–victim dyads reported by teachers and victim prominence were positive predictors, and class size was a negative predictor, of teacher–student agreement. Gender and grade differences emerged. Teacher–student agreement was higher for boy–boy and girl–girl than girl–boy bully–victim dyads. The agreement on boy–boy bully–victim dyads was higher in 5th than in the 1st grade classrooms. Limitations and educational implications of these findings are discussed
Agreement · Developmental psychology · Girl · Mathematics education · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Psychology
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| Obras citantes distintas | 16 |
|---|---|
| Citações por ano | 1,45 |
| Intervalo de citações | 2015 - 2026 (12) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 16 |