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Yang, Chunyan; Lin, Xueqin; Stomski, Meg – School Psychology Review, 2021
Guided by the social-ecological, social identity, and social misfit theories, the present study examined the gender, racial/ethnic, and grade-level differences of students' perceived school safety and their associations with bullying victimization and school-wide bullying using a sample of 25,896 students from 114 public schools. Results of…
Descriptors: Bullying, School Safety, Racial Differences, Ethnicity
Yang, Chunyan; Bear, George G.; May, Henry – School Psychology Review, 2018
The concurrent associations between students' perceptions of cognitive-behavioral and emotional engagement in schools and three factors aligning with the major aims of the school-wide social-emotional learning (SEL) approach (i.e., teacher-student relationships, student-student relationships, and teaching of social and emotional competencies) were…
Descriptors: Learner Engagement, Elementary Schools, Middle Schools, High Schools
Bear, George G.; Mantz, Lindsey S.; Glutting, Joseph J.; Yang, Chunyan; Boyer, Deborah E. – School Psychology Review, 2015
Prevalence rates for bullying victimization among children with disabilities have varied greatly in the research literature. Two reasons for such variability were the focus of this study: (a) rates vary as a function of disability type, and (b) rates vary based on the bullying measure and criteria used to classify students as bullying victims. The…
Descriptors: Special Education, Special Needs Students, Bullying, Disabilities