@article{ref1,
title="Investigating associations between school climate and bullying in secondary schools: multilevel contextual effects modeling",
journal="School psychology international",
year="2017",
author="Konishi, Chiaki and Miyazaki, Yasuo and Hymel, Shelley and Waterhouse, Terry",
volume="38",
number="3",
pages="240-263",
abstract="This study examined how student reports of bullying were related to different dimensions of school climate, at both the school and the student levels, using a contextual effects model in a two-level multilevel modeling framework. Participants included 48,874 secondary students (grades 8 to 12; 24,244 girls) from 76 schools in Western Canada. <br><br>RESULTS revealed significant associations for student perceptions of all school-climate dimensions at the student level and for a majority of the aggregated school-climate dimensions (except adult-related variables) at the school level in relation to bullying, when each school-climate dimension was included as the sole predictor in the contextual effects model. When examining the roles of all school-climate dimensions together, results showed that, at the school level, the effects of three school-climate variables - peer support, discipline/fairness/clarity of rules, and school safety - remained significant predictors of being bullied and bullying others, controlling for the effects of other school-climate dimensions at both the school and the student levels. The implications of these findings for building a safe and caring school environment are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0143-0343",
doi="10.1177/0143034316688730",
url="http://dx.doi.org/10.1177/0143034316688730"
}