The Relationship between School Belonging, Sibling Aggression and Bullying Involvement: Implications for Students with and without Disabilities

Autor/inn/en	Rose, Chad A.; Simpson, Cynthia G.; Ellis, Stephanie K.
Titel	The Relationship between School Belonging, Sibling Aggression and Bullying Involvement: Implications for Students with and without Disabilities
Quelle	In: Educational Psychology, 36 (2016) 8, S.1462-1486 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1066757
Schlagwörter	Bullying; Siblings; Sibling Relationship; Aggression; Predictor Variables; Peer Relationship; Victims; Disabilities; Hypothesis Testing; Student School Relationship; Educational Environment; Middle School Students; High School Students; Student Surveys; Statistical Analysis; Multivariate Analysis + Suchen Sie Ihr Suchwort? Mobbing; Sibling; Geschwister; Sibling relations; Geschwisterbeziehung; Prädiktor; Peer-Beziehungen; Victim; Opfer; Handicap; Behinderung; Hypothesenprüfung; Hypothesentest; Schüler-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerbefragung; Statistische Analyse; Multivariate Analyse
Abstract	Bullying is grounded in the interactions between an individual and complex social-ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01