Investigating Associations between School Climate and Bullying in Secondary Schools: Multilevel Contextual Effects Modeling

Autor/inn/en	Konishi, Chiaki; Miyazaki, Yasuo; Hymel, Shelley; Waterhouse, Terry
Titel	Investigating Associations between School Climate and Bullying in Secondary Schools: Multilevel Contextual Effects Modeling
Quelle	In: School Psychology International, 38 (2017) 3, S.240-263 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034316688730
Schlagwörter	Bullying; Educational Environment; Secondary School Students; Foreign Countries; Predictor Variables; Peer Influence; Discipline; Justice; Standards; School Safety; Victims; Student Surveys; Statistical Analysis; Hierarchical Linear Modeling; Maximum Likelihood Statistics; Canada + Suchen Sie Ihr Suchwort? Mobbing; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sekundarschüler; Ausland; Prädiktor; Disziplin; Gerechtigkeit; Standard; Victim; Opfer; Schülerbefragung; Statistische Analyse; Kanada
Abstract	This study examined how student reports of bullying were related to different dimensions of school climate, at both the school and the student levels, using a contextual effects model in a two-level multilevel modeling framework. Participants included 48,874 secondary students (grades 8 to 12; 24,244 girls) from 76 schools in Western Canada. Results revealed significant associations for student perceptions of all school-climate dimensions at the student level and for a majority of the aggregated school-climate dimensions (except adult-related variables) at the school level in relation to bullying, when each school-climate dimension was included as the sole predictor in the contextual effects model. When examining the roles of all school-climate dimensions together, results showed that, at the school level, the effects of three school-climate variables--peer support, discipline/fairness/clarity of rules, and school safety--remained significant predictors of being bullied and bullying others, controlling for the effects of other school-climate dimensions at both the school and the student levels. The implications of these findings for building a safe and caring school environment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01