Associations between peer bullying and classroom concentration: evidence for mediation by perceived personal safety and relationship with teacher

被引：9

作者：

Boulton, Michael ^{[1
]}

Woodmansey, Helen ^{[1
]}

Williams, Emma ^{[1
]}

Spells, Ruth ^{[1
]}

Nicholas, Beth ^{[1
]}

Laxton, Eleanor ^{[1
]}

Holman, Gemma ^{[1
]}

Duke, Elizabeth ^{[1
]}

机构：

[1] W Chester Univ, Dept Psychol, Chester, Cheshire, England

来源：

EDUCATIONAL PSYCHOLOGY | 2012年 / 32卷 / 03期

关键词：

bullying; perceived safety; teacher-pupil relationship; PRIMARY-SCHOOL CHILDREN; RELATIONSHIP QUALITY; PUPILS PERCEPTIONS; VICTIM PROBLEMS; VICTIMIZATION; MIDDLE; AGGRESSION; SELF; SUPPORT; GENDER;

D O I：

10.1080/01443410.2011.648903

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9-11-year-old children attending seven junior schools in the UK, we tested a model in which children's perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation - product of coefficients and bootstrapping - supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed.

引用

页码：277 / 294

页数：18