Authoritative classroom climate and its relations to bullying victimization and bystander behaviors
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
Baumrind D., 1989, Child development. Today and tomorrow, 349
Espelage, D. L. & Swearer, S. M. (Eds.). (2011). Bullying in North American schools (2nd ed.). New York, NY: Routledge.
Hattie J., 2009, Visible learning: A synthesis of over 800 meta-analyses relating to achievement
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.
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.
Olweus D., 2010, Handbook of bullying in schools: An international perspective, 9
Olweus D., 2007, Olweus bullying prevention program: Teacher guide
Schaps E., 2004, Building academic success on social and emotional learning: What does research say?, 189
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.
Watson M., 2014, Handbook of moral and character education, 2, 159