Child-and School-Level Predictors of Children's Bullying Behavior: A Multilevel Analysis in 648 Primary Schools

Autor/inn/en	Fink, Elian; Patalay, Praveetha; Sharpe, Helen; Wolpert, Miranda
Titel	Child-and School-Level Predictors of Children's Bullying Behavior: A Multilevel Analysis in 648 Primary Schools
Quelle	In: Journal of Educational Psychology, 110 (2018) 1, S.17-26 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000204
Schlagwörter	Bullying; Student Behavior; Elementary School Students; Predictor Variables; Databases; Student Characteristics; Regression (Statistics); Gender Differences; Racial Differences; Ethnicity; Socioeconomic Status; Poverty; Special Education; Disadvantaged Schools; Educational Environment; Interaction; Risk; Foreign Countries; Student Surveys; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mobbing; Student behaviour; Schülerverhalten; Prädiktor; Datenbank; Regression; Regressionsanalyse; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Armut; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Risiko; Ausland; Schülerbefragung; Statistische Analyse
Abstract	A great deal of bullying behavior takes place at school, however, existing literature has predominantly focused on individual characteristics of children associated with bullying with less attention on school-level factors. The current study, comprising 23,215 children (51% boys) recruited from Year 4 or Year 5 (M = 9.06 years, SD = 0.56 years) from 648 primary schools in England, aimed to examine the independent and combined influence of child- and school-level predictors on bullying behavior in primary school. Children provided information on bullying behavior and school climate. Demographic characteristics of children were obtained from the National Pupil Database, and demographic characteristics of schools were drawn from EduBase. Multilevel logistic regression models showed that individual child gender, ethnicity, deprivation and special educational needs status all predicted bullying behavior. Of the school-level predictors, only overall school deprivation and school climate were predictive of bullying behavior once child-level predictors were taken into account. There was a significant interaction between child- and school-level deprivation; high-deprivation schools were a risk factor for bullying only for children that came from nondeprived backgrounds, whereas deprived children reported engaging in bullying behavior irrespective of school-level deprivation. Given the independent and combined role of child- and school-level factors for bullying behavior, the current study has implications for targeted school interventions to tackle bullying behavior, both in terms of identifying high-risk children and identifying high-risk schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01