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ERIC Number: EJ829233
Record Type: Journal
Publication Date: 2009-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0022-0663
Code of Silence: Students' Perceptions of School Climate and Willingness to Intervene in a Peer's Dangerous Plan
Syvertsen, Amy K.; Flanagan, Constance A.; Stout, Michael D.
Journal of Educational Psychology, v101 n1 p219-232 Feb 2009
The current study presented 1,933 adolescents from 13 schools with a scenario about a hypothetical peer's plan to "do something dangerous" at school and asked how likely they would be to respond with four different actions: intervene directly, tell a teacher or principal, discuss it with a friend but not an adult, and do nothing. High school students were less likely than those in middle school to say they would approach the peer directly or confide in a teacher or principal. Students were most likely to favor taking action on their own over all of the other response strategies. Students with positive perceptions of their schools were more likely to say they would do something rather than ignore their peer's dangerous intentions. These relationships were mediated by students' beliefs that confiding in a teacher may have unfavorable consequences. Findings from this study support the important role schools play in creating a culture where students take responsibility for one another. (Contains 6 tables, 1 figure, and 3 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A