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ERIC Number: EJ1204414
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1538-8220
Understanding the Relationship between Perceived School Climate and Bullying: A Mediator Analysis
Acosta, Joie; Chinman, Matthew; Ebener, Patricia; Malone, Patrick S.; Phillips, Andrea; Wilks, Asa
Journal of School Violence, v18 n2 p200-215 2019
This study assesses how perceptions of school climate and four mediating factors (school connectedness, peer attachment, assertiveness, and empathy) influence reports of bullying behaviors among 2,834 students in 14 middle schools. Results revealed that students in positive school climates reported experiencing fewer physical, emotional, and cyberbullying behaviors. They also reported greater levels of school connectedness, peer attachment, assertiveness, and empathy, which in turn helped explain the influence of perceived school climate on bullying. In addition, the greater levels of empathy that students reported, the more likely they were to report being bullied. These results highlight the role that perceptions of school climate can play in influencing bullying and underscore the importance of mediating factors as schools work to track and improve school climate.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Maine
Grant or Contract Numbers: R011HD072235