Classroom-Level Authoritative Teaching and Its Associations with Bullying Perpetration and Victimization

被引：5
|
作者：
Kloo, Mattias [1 ,3 ]
Thornberg, Robert [1 ]
Wanstrom, Linda [2 ]
机构：
[1] Linkoping Univ, Dept Behav Sci & Learning, Linkoping, Sweden
[2] Linkoping Univ, Dept Comp & Informat Sci, Linkoping, Sweden
[3] Linkoping Univ, Dept Behav Sci & Learning, SE-58183 Linkoping, Sweden
来源：
JOURNAL OF SCHOOL VIOLENCE | 2023年 / 22卷 / 02期
关键词：
Bullying; victimization; authoritative teaching; teacher support; teacher structure; classroom; CLASS MORAL DISENGAGEMENT; SCHOOL CLIMATE; PEER VICTIMIZATION; STUDENT RELATIONSHIPS; BEHAVIOR; STYLES; ADOLESCENCE; PERCEPTIONS; PREDICTORS; CHILDHOOD;
D O I：
10.1080/15388220.2023.2180746
中图分类号：
DF [法律]; D9 [法律];
学科分类号：
0301 ;
摘要：
The aim of the present study was to investigate and clarify the association between authoritative teaching at the classroom level and bullying perpetration and victimization among Swedish upper elementary school students. For this purpose, authoritative teaching was analyzed both as combined construct, and as the effects of the two dimensions that characterize authoritative teaching (i.e. structure and support). In all, 1,522 students (M-age = 10.54 SD = 0.35) from 110 classrooms completed a questionnaire in their classrooms. The findings from the multilevel regression analyses showed that students in classrooms with less authoritative teachers engaged more in bullying behaviors and were more often victimized. When authoritative teaching was divided into structure and support, only teacher support showed a significant negative association with bullying perpetration and victimization.
引用
收藏
页码：276 / 289
页数：14
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