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Journal Article

Citation

Di Stasio MR, Savage R, Burgos G. J. Adolesc. 2016; 53: 207-216.

Affiliation

Adelphi University, Department of Sociology, Blodgett Hall - Room 204B, P.O. Box 701, Garden City, NY, USA. Electronic address: gburgos@adelphi.edu.

Copyright

(Copyright © 2016, Elsevier Publishing)

DOI

10.1016/j.adolescence.2016.10.002

PMID

27814498

Abstract

This cross-sectional research examines how social comparison, competition and teacher-student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687).

RESULTS of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher-student relationships were related to bullying and victimization. An interaction for teacher-student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys.

Copyright © 2016 The Foundation for Professionals in Services for Adolescents. All rights reserved.


Language: en

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