Citation

Ahmed E, Braithwaite V. Soc. Psychol. Educ. 2004; 7(1): 35-54.

Copyright

(Copyright © 2004, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

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Abstract

This study examines the roles of family variables (authoritarian and authoritative parenting, family disharmony) and school variables (liking school, perceived control of bullying and school hassles) in discriminating non-bully/non-victims, victims and bullies. Participants were parents and their children aged 9-12 years (N = 610). Data were analyzed using ANOVA and discriminant function analysis (DFA). Two significant functions emerged, both of which appeared important in discriminating children according to their bullying status. Together they allowed for the correct classification of 76% of the non-bully/non-victims, 57% of victims, and 61% of bullies. The main conclusion is that family and school systems working together may provide the most effective means of intervention for bullying problems. (Abstract Adapted from Source: Social Psychology of Education, 2004. Copyright © 2004 by Springer)

Bullying In School
Bully Offender
Bully Victim
Bullying Causes
Bullying Intervention
Bullying Risk Factors
Intervention Recommendations
Family Risk Factors
Family Characteristics
Family Environment
Family Relations
Parent Child Relations
Parental Authoritarianism
Parenting Practices
School Risk Factors
Child Bully
Child Offender
Child Victim
Elementary School Student
Late Childhood
02-04