TY  - JOUR
PY  - 2019//
TI  - Effects of antibullying programs on teachers' interventions in bullying situations. A meta-analysis
JO  - Psychology in the schools
A1  - Verseveld, Marloes D. A. van
A1  - Fukkink, Ruben G.
A1  - Fekkes, Minne
A1  - Oostdam, Ron J.
SP  - 1522
EP  - 1539
VL  - 56
IS  - 9
N2  - Even though teachers are key figures of a program's effectiveness, most intervention studies have not focused explicitly on the effects of antibullying programs at teacher level. We conducted a meta-analysis into the effects of school-based antibullying programs on determinants of teacher intervention, including teachers' attitudes towards bullying, their self-efficacy and knowledge regarding intervention strategies, and the effects on teachers' bullying intervention itself. Following the PRISMA guidelines, 13 peer-reviewed papers were retrieved that reported outcomes on teachers, staff, and students (N = 948, 2,471, and 138,311, respectively). Antibullying programs had a significant moderate effect on determinants of teacher intervention (g = 0.531) and a significant small to moderate effect on teacher intervention in bullying situations (g = 0.390). <br><br>RESULTS of the meta-analysis indicate that the effectiveness of antibullying programs may increase when components are included to reinforce teachers' attitudes, subjective norms, self-efficacy, knowledge, and skills towards reducing bullying in the school.<p />  <p>Language: en</p>
LA  - en
SN  - 0033-3085
UR  - http://dx.doi.org/10.1002/pits.22283
ID  - ref1
ER  -