The role of teachers in the bullying involvement of students with emotional and behavioral difficulties

被引：2

作者：

Dietrich, Lars ^{[1
]}

Jurkowski, Susanne ^{[2
]}

Schwarzer, Nicola-Hans ^{[3
]}

Zimmermann, David ^{[1
]}

机构：

[1] Humbold Univ Berlin, Dept Rehabil Sci, Unter Den Linden 6, D-10099 Berlin, Germany

[2] Univ Erfurt, Fac Educ, Nordhauserstr 63, D-99089 Erfurt, Germany

[3] Heidelberg Univ Educ, Fac Special Educ, Keplerstr 87, D-69120 Heidelberg, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 135卷

关键词：

Emotional and behavioral difficulties; Bullying; Relationships; Climate; School; Teachers; SCHOOL CLIMATE; CLASSROOM MANAGEMENT; INCLUSIVE EDUCATION; SOCIAL DYNAMICS; CUTOFF CRITERIA; VICTIMIZATION; CHILDREN; ASSOCIATIONS; METAANALYSIS; ADOLESCENTS;

D O I：

10.1016/j.tate.2023.104311

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Previous research suggests that students with emotional and behavioral difficulties (EBD) are more vulnerable to becoming directly involved in bullying dynamics. To date, no study has tested the role of teachers' emotional support and positive teacher-student relationship climates in EBD students' bullying involvement. This study tests whether the relationships between students' EBD and students' bullying involvement is mediated by teachers' emotional support and the quality of the teacher-student relationship climate. Results indicate that only teachers' collaborative efforts to improve school relationship climates are important mechanisms for explaining EBD students' bullying involvement.

引用

页数：11

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