Literaturnachweis - Detailanzeige
Autor/inn/en | Healy, Karyn L.; Grzazek, Olivia Y.; Sanders, Matthew R. |
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Titel | Attributions for Improvement in Children Bullied at School |
Quelle | In: Journal of School Violence, 19 (2020) 2, S.219-233 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1538-8220 |
DOI | 10.1080/15388220.2019.1653313 |
Schlagwörter | Victims; Bullying; Intervention; Comparative Analysis; Attribution Theory; Correlation; Family Programs; Cognitive Restructuring; Behavior Modification; Outcomes of Treatment; Elementary School Students; Emotional Disturbances; Measures (Individuals); Teacher Attitudes; Educational Environment; Self Esteem; Personal Autonomy; Parent School Relationship; Peer Relationship; Foreign Countries; Elementary School Teachers; Australia Victim; Opfer; Mobbing; Korrelation; Family program; Familienprogramm; Behaviour modification; Verhaltensänderung; Gefühlsstörung; Messdaten; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-esteem; Selbstaufmerksamkeit; Individuelle Autonomie; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Peer-Beziehungen; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien |
Abstract | This mixed methods study describes attributions for improvement following reductions in victimization for children who were bullied at school. It also tests hypotheses from attribution theory about attributions associated with improvements. The sample was a subset of families who participated in an RCT of a family cognitive-behavioral program to reduce victimization; to be included, both the parent and child needed to report reductions in child victimization at 9 months. Attributions were compared across conditions, respondents (parents versus children) and time. Both parents and children attributed improvements most often to actions by the target child. Intervention families were more likely than control families to attribute changes to their own efforts than to external factors. The relevance of internal attributions for the success of interventions is discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |