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ERIC Number: EJ1149238
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0924-3453
Bullying Victims' Perceptions of Classroom Interaction
Havik, Trude
School Effectiveness and School Improvement, v28 n3 p350-373 2017
This study investigated bullying victims' perceptions of their teachers' support and monitoring when controlling for level of mental health problems, peer relationships, gender, and grade level. Given the nested structure of the data, multilevel analyses were employed to examine these associations. The quality of classroom interaction is highly relevant for bullying prevention and intervention. A survey was administered to 1,571 fifth- to 10th-grade students in 10 schools. The findings revealed that bully victimization was significantly associated with weak teacher instructional support, but no significant association was observed between bully victimization and teachers' emotional support or monitoring. These associations were negative when peer relationships were not controlled for because victims reported teacher support and monitoring issues less frequently than non-victims. The findings underscore the importance of classroom interaction and peer relationships for bullying prevention and intervention and the need to create positive relationships between teachers and students and among students in the classroom.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Grade 5; Intermediate Grades; Elementary Education; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A