Authoritative Classroom Climate and Its Relations to Bullying Victimization and Bystander Behaviors

Autor/inn/en	Thornberg, Robert; Wänström, Linda; Jungert, Tomas
Titel	Authoritative Classroom Climate and Its Relations to Bullying Victimization and Bystander Behaviors
Quelle	In: School Psychology International, 39 (2018) 6, S.663-680 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thornberg, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034318809762
Schlagwörter	Bullying; Victims; Classroom Environment; Correlation; Intervention; Gender Differences; Elementary School Students; Grade 5; Foreign Countries; Caring; Classroom Techniques; Teacher Student Relationship; Peer Relationship; Cooperative Learning; Rating Scales; Sweden + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Klassenklima; Unterrichtsklima; Korrelation; Geschlechterkonflikt; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Care; Pflege; Sorge; Betreuung; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Kooperatives Lernen; Rating-Skala; Schweden
Abstract	Authoritative school climates have been associated with less school bullying and other antisocial behaviors. However, studies focusing on the classroom level, as well as on bystander behaviors, are lacking. The aim of the current study was to examine whether authoritative classroom climates were associated with bullying victimization and various bystander behaviors (reinforcer, outsider, and defender behaviors) in school bullying. We included gender as a covariate at the individual and classroom levels. Participants were 1540 5th-grade students (824 girls) from 104 classrooms in Sweden who completed a questionnaire. The findings revealed that girls and students in classes with greater authoritative classroom climates were more inclined to defend. Boys reinforced more as did students in classes with more boys and more authoritative classroom climates. Boys showed more outsider behaviors as did students in classes with less authoritative classroom climates. Students in classrooms with less authoritative climates were victimized to a higher degree. Thus, the current findings suggest that a warm, caring, supportive, controlled, demanding, and cohesive classroom climate should be considered a vital protective factor against bullying victimization and negative bystander responses, and a facilitator of defending and supporting victims. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01