Authoritative classroom climate and its relations to bullying victimization and bystander behaviors

School Psychology International - Tập 39 Số 6 - Trang 663-680 - 2018
Robert Thornberg1, Linda Wänström1, Tomas Jungert2
1Linköping University, Sweden
2Lund University, Sweden

Tóm tắt

Authoritative school climates have been associated with less school bullying and other antisocial behaviors. However, studies focusing on the classroom level, as well as on bystander behaviors, are lacking. The aim of the current study was to examine whether authoritative classroom climates were associated with bullying victimization and various bystander behaviors (reinforcer, outsider, and defender behaviors) in school bullying. We included gender as a covariate at the individual and classroom levels. Participants were 1540 5th-grade students (824 girls) from 104 classrooms in Sweden who completed a questionnaire. The findings revealed that girls and students in classes with greater authoritative classroom climates were more inclined to defend. Boys reinforced more as did students in classes with more boys and more authoritative classroom climates. Boys showed more outsider behaviors as did students in classes with less authoritative classroom climates. Students in classrooms with less authoritative climates were victimized to a higher degree. Thus, the current findings suggest that a warm, caring, supportive, controlled, demanding, and cohesive classroom climate should be considered a vital protective factor against bullying victimization and negative bystander responses, and a facilitator of defending and supporting victims.

Từ khóa


Tài liệu tham khảo

10.1016/j.avb.2015.05.007

10.1080/00220679809597580

10.1080/17405620701554560

Baumrind D., 1967, Genetic Psychology Monographs, 75, 43, 10.1037/h0024919

10.1037/h0030372

Baumrind D., 1989, Child development. Today and tomorrow, 349

10.1080/15295190903290790

10.1016/j.jsp.2011.01.001

10.1111/josh.12186

10.4324/9780203581957.ch10

10.1093/eurpub/ckv029

10.1177/0143034317749992

10.1037/a0020149

10.1001/jamapsychiatry.2013.504

10.1073/pnas.1323641111

10.1007/s10964-016-0424-3

10.1037/edu0000038

10.1177/0272431611423017

Espelage, D. L. & Swearer, S. M. (Eds.). (2011). Bullying in North American schools (2nd ed.). New York, NY: Routledge.

10.1017/S0033291716001719

10.1002/ab.20389

10.1037/edu0000204

10.1080/03055690701811149

10.1080/21683603.2016.1225237

10.1080/15388220.2014.956321

10.1542/peds.2013-0614

10.1007/s10802-014-9920-7

10.1080/00405840902776327

10.1037/a0018562

10.1007/BF03173535

10.1111/1467-9507.00178

Hattie J., 2009, Visible learning: A synthesis of over 800 meta-analyses relating to achievement

10.1542/peds.2014-1864

10.1016/j.avb.2012.03.003

10.1353/mpq.0.0052

10.1177/0143034316688730

10.1016/j.jsp.2015.09.001

Larzelere, R. E., Morris, A. S. & Harrist, A. W. (Eds.) (2013). Authoritative parenting: Synthesizing nurturance and discipline for optimal child development. Washington, DC: American Psychological Association.

10.1177/0198742918768045

10.1016/j.eurpsy.2010.11.006

Modin, B., Låftman, S. B. & Östberg, V. (2017). Teacher rated school ethos and student reported bullying: A multilevel study of upper secondary schools in Stockholm, Sweden. International Journal of Environmental Research and Public Health, 14, Art. 1565. doi: 10.3390/ijerph14121565.

10.1016/j.adolescence.2013.02.004

Olweus D., 2010, Handbook of bullying in schools: An international perspective, 9

Olweus D., 2007, Olweus bullying prevention program: Teacher guide

10.1111/j.1467-9507.2012.00662.x

10.1080/02667363.2012.684343

10.1177/0734282915584852

10.1002/casp.2207

10.1006/jado.1999.0239

10.1080/15374416.2011.597090

Schaps E., 2004, Building academic success on social and emotional learning: What does research say?, 189

10.1017/S0033291716000362

10.1023/A:1009609606692

Sjögren, B., Thornberg, R., Wänström, L., Gini, G., Bjrehed, M. & Alsaadi, S. (2018). Individual- and classroom-level social cognitive correlates of students’ bystander reactions to peer victimization. Poster presented at the American Educational Research Association 2018 Annual Meeting in New York, U.S., April 13–17, 2018.

10.3233/DEV-2011-11073

10.3102/0034654313483907

10.1016/j.adolescence.2013.02.003

10.1016/j.jsp.2017.03.002

10.1080/01443410.2016.1150423

10.1007/s10648-015-9319-1

Watson M., 2014, Handbook of moral and character education, 2, 159

10.1037/spq0000075

10.1007/s10984-009-9068-5

10.1177/0734282909344205

Thông tin
Thông tin xuất bản

School Psychology International

Tập 39 Số 6

663-680

Thông tin tác giả