Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure

被引：2

作者：

Bjereld, Ylva ^{[1
,2
]}

Thornberg, Robert ^{[2
]}

Hong, Jun Sung ^{[3
,4
]}

机构：

[1] Univ Gothenburg, Dept Social Work, Box 720, S-40530 Gothenburg, Sweden

[2] Linkoping Univ, Dept Behav Sci & Learning, Linkoping, Sweden

[3] Wayne State Univ, Sch Social Work, Canton, MI USA

[4] Ewha Womans Univ, Dept Social Welf, Seoul, South Korea

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 148卷

关键词：

PEER VICTIMIZATION; SCHOOL; CLASSROOM; IMPACT; INTERVENTION; ADOLESCENTS; ACHIEVEMENT; EXPERIENCES; DEFINITION; ENGAGEMENT;

D O I：

10.1016/j.tate.2024.104664

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study aimed to explore bullying disclosures to teachers from the victims' point of view, with a special focus on the influence of direct and indirect bullying and student -teacher relationship quality. A sequential explanatory mixed methods design was adopted. First, 190 students with bullying experience completed a questionnaire. Second, 20 students were interviewed. One of several of the findings revealed that students were more inclined to tell a teacher about victimization when bullying was indirect. Bullying and how teachers managed it had an impact on the quality of the student -teacher relationship, but not solely dependent on whether the bullying ended.

引用

页数：11