Identification of Bullies and Victims: A Comparison of Methods

Autor/inn/en	Cornell, Dewey G.; Brockenbrough, Karen
Titel	Identification of Bullies and Victims: A Comparison of Methods
Quelle	In: Journal of School Violence, 3 (2004) 2-3, S.63-87 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Bullying; Identification; Victims of Crime; Aggression; Peer Relationship; Peer Groups; Middle School Students; Teacher Attitudes; Student Attitudes; Correlation; Discipline; Educational Environment; Violence; Virginia + Suchen Sie Ihr Suchwort? Mobbing; Identifikation; Identifizierung; Victim; Victims; Crime; Opfer; Verbrechen; Peer-Beziehungen; Gleichaltrigengruppe; Peer Group; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerverhalten; Schülerverhalten; Korrelation; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gewalt
Abstract	Bullying studies frequently rely on student self-report to identify bullies and victims of bullying, but research in the broader field of peer aggression makes greater use of other informants, especially peers, to identify aggressors and victims. This study compared self, peer, and teacher identification of bullies and bully victims in a sample of 416 middle school students. Overall, there was poor correspondence between self-reports and reports made by peers or teachers, but consistently better agreement between peers and teachers, in identifying both bullies and victims of bullying. Peer and teacher identification of bullies were more consistently associated with subsequent school disciplinary infractions than were self-reports. These results raise concern about reliance on student self-reports of bullying and bully victimization. (Contains 1 note and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10