TY  - JOUR
PY  - 2013//
TI  - Helping counts: predicting children's intentions to disclose being bullied to teachers from prior social support experiences
JO  - British educational research journal
A1  - Boulton, Michael J.
A1  - Murphy, Debborah
A1  - Lloyd, Julie
A1  - Besling, Sabine
A1  - Coote, Jennifer
A1  - Lewis, Jennifer
A1  - Perrin, Roxanne
A1  - Walsh, Linda
SP  - 209
EP  - 221
VL  - 39
IS  - 2
N2  - Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' ("N" = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. <br><br>FINDINGS are discussed in terms of outcome- expectancy theory and practical implications.<p />  <p>Language: en</p>
LA  - en
SN  - 0141-1926
UR  - http://dx.doi.org/10.1080/01411926.2011.627420
ID  - ref1
ER  -