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ERIC Number: EJ884840
Record Type: Journal
Publication Date: 2010-May
Pages: 14
Abstractor: As Provided
Reference Count: 108
ISBN: N/A
ISSN: ISSN-0022-0663
Authoritative School Discipline: High School Practices Associated with Lower Bullying and Victimization
Gregory, Anne; Cornell, Dewey; Fan, Xitao; Sheras, Peter; Shih, Tse-Hua; Huang, Francis
Journal of Educational Psychology, v102 n2 p483-496 May 2010
In this study we examined authoritative discipline theory, which posits that 2 complementary aspects of school climate--structure and support--are important for adolescents' safety in school. Using a statewide sample of over 7,300 ninth-grade students and 2,900 teachers randomly selected from 290 high schools, we showed, using hierarchical linear modeling, that consistent enforcement of school discipline (structure) and availability of caring adults (support) were associated with school safety. Structure and support were associated with less bullying and victimization after we controlled for size of school enrollment and the proportion of ethnic minority and low-income students. These findings suggest that discipline practices should not be polarized into a "get tough" versus "give support" debate because both structure and support contribute to school safety for adolescents. (Contains 5 tables.)
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: Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia