Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

01-01-2015

Teacher Characteristics and Peer Victimization in Elementary Schools: A Classroom-Level Perspective

Auteurs: Beau Oldenburg, Marijtje van Duijn, Miranda Sentse, Gijs Huitsing, Rozemarijn van der Ploeg, Christina Salmivalli, René Veenstra

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 1/2015

Abstract

The purpose of this study was to investigate whether there is an association between teacher characteristics and peer victimization in elementary schools. We used data of 3,385 elementary school students (M age = 9.8) and 139 of their teachers (M age = 43.9) and employed Poisson regression analyses to explain the classroom victimization rate. Results showed a higher victimization rate in the classrooms of teachers who attributed bullying to external factors—factors outside of their control. In addition, the results suggest that both teachers’ perceived ability to handle bullying among students and teachers’ own bullying history were positively associated with the classroom victimization rate. We also took into account classroom composition characteristics and found lower victimization rates in multi-grade classrooms and in classrooms with older students. The results support the notion of an association between teacher characteristics and peer victimization. Findings are discussed with regards to current literature and suggestions for future research are made.

vorige artikel Gene-Environment Correlation Linking Aggression and Peer Victimization: Do Classroom Behavioral Norms Matter?

volgende artikel Teachers’ Victimization-Related Beliefs and Strategies: Associations with Students’ Aggressive Behavior and Peer Victimization

Alleen toegankelijk voor geautoriseerde gebruikers

From here on we use bullying to refer to the general act of harassing someone, and victimization for being harassed by others.

Atlas, R., & Pepler, D. (1998). Observations of bullying in the classroom. The Journal of Educational Research, 92, 86–99. doi:10.1080/00220679809597580.CrossRef

Bandura, A. (1982). Self-efficacy mechanisms in human agency. American Psychologist, 37, 122–147. doi:10.1037/0003-066X.37.2.122.CrossRef

Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman.

Bauman, S., & Del Rio, A. (2005). Knowledge and beliefs about bullying in schools: comparing pre-service teachers in the United States and the United Kingdom. School Psychology International, 26, 428–442. doi:10.1177/0143034305059019.CrossRef

Borg, M. G., & Falzon, J. M. (1990). Teachers’ Perception of primary schoolchildren’s undesirable behaviors: the effects of teaching experience, pupil’s age, sex and ability stream. British Journal of Educational Psychology, 60, 220–226. doi:10.1111/j.2044-8279.1990.tb00939.x.PubMedCrossRef

Boulton, M. (1997). Teachers’ View on bullying: definitions, attitudes and ability to cope. British Journal of Educational Psychology, 67, 223–233. doi:10.1111/j.2044-8279.1997.tb01239.x.PubMedCrossRef

Bradley, G. W. (1978). Self-serving biases in the attribution process: a reexamination of the fact or fiction question. Journal of Personality and Social Psychology, 36, 56–71. doi:10.1037/0022-3514.36.1.56.CrossRef

Bronfenbrenner, U. (1977). Toward ecology of human development. American Psychologist, 32, 513–531. doi:10.1037/0003-066X.32.7.513.CrossRef

Cameron, A. C., & Trivedi, P. K. (2013). Regression analysis of count data (2nd ed.). New York: Cambridge University Press.CrossRef

Craig, W., & Pepler, D. (1997). Observations of bullying and victimization in the schoolyard. Canadian Journal of School Psychology, 2, 41–60. doi:10.1177/082957359801300205.

Craig, W., Henderson, K., & Murphy, J. G. (2000). Prospective teachers’ attitudes toward bullying and victimization. School Psychology International, 21, 5–20. doi:10.1177/014034300211001.CrossRef

Dijkstra, J. K., Lindenberg, S., & Veenstra, R. (2008). Beyond the class norm: bullying behavior of popular adolescents and its relation to peer acceptance and rejection. Journal of Abnormal Child Psychology, 36, 1289–1299. doi:10.1007/s10802-008-9251-7.PubMedCrossRef

Espelage, D., & Swearer, S. (2004). Introduction: a social-ecological framework of bullying among youth. In D. Espelage & S. Swearer (Eds.), Bullying in American schools: a social-ecological perspective on prevention and intervention (pp. 1–12). New Jersey: Erlbaum.

Gnanadesikan, R., & Kettenring, J. R. (1972). Robust estimates, residuals, and outlier detection with multiresponse data. Biometrics, 28, 81–124. doi:10.2307/2528963.CrossRef

Hektner, J. M., & Swenson, C. A. (2011). Links from teacher beliefs to peer victimization and bystander intervention: tests of mediating processes. The Journal of Early Adolescence, 32, 516–536. doi:10.1177/0272431611402502.CrossRef

Isaacs, J., Hodges, E., & Salmivalli, C. (2008). Long-term consequences of victimization: a follow-up from adolescence to young adulthood. European Journal of Developmental Science, 2, 387–397.

Kärnä, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: bystanders’ behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56, 261–282. doi:10.1353/mpq.0.0052.CrossRef

Kärnä, A., Voeten, M., Little, T., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: Grades 4–6. Child Development, 82, 311–330. doi:10.1111/j.1467-8624.2010.01557.x.PubMedCrossRef

Khoury-Kassabri, M. (2011). Student victimization by peers in elementary schools: individual teacher-class, and school level predictors. Child Abuse & Neglect, 35, 273–282. doi:10.1016/j.chiabu.2011.01.004.CrossRef

Kochenderfer-Ladd, B., & Pelletier, M. (2008). Teachers’ views and beliefs about bullying: Influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46, 431–453. doi:10.1016/j.jsp.2007.07.005.PubMedCrossRef

Kokko, T., & Pörhölä, M. (2009). Tackling bullying: victimized by peers as a pupil, an effective intervener as a teacher? Teaching and Teacher Education, 25, 1000–1008. doi:10.1016/j.tate.2009.04.005.CrossRef

Long, J. S., & Freese, J. (2006). Regression models for categorical dependent variables using sata (2nd ed.). College Station, TX: Stata Press.

Miller, A. (1995). Teachers’ attributions of causality, control and responsibility in respect of difficult pupil behaviour and its success management. Educational Psychology, 15(4), 457–471. doi:10.1080/0144341950150408.CrossRef

Mishna, F., Scarello, I., Pepler, D., & Wiener, P. (2005). Teachers understanding of bullying. Canadian Journal of Education, 28, 718–738. doi:10.2307/4126452.CrossRef

Nishina, A., & Juvonen, J. (2005). Daily reports of witnessing and experiencing peer harassment in middle school. Child Development, 76, 435–450. doi:10.1111/j.1467–8624.2005.00855.x.PubMedCrossRef

Olweus, D. (1993). Bullying at school: what we know and what we can do. Malden, M.A.: Blackwell.

Olweus, D. (1996). The revised Olweus bully/victim questionnaire. Bergen, Norway: Research Center for Health Promotion (HEMIL Center), University of Bergen.

Poulou, M., & Norwich, B. (2002). Cognitive, emotional, and behavioural response to students with emotional and behavioural difficulties: a model of decision-making. British Educational Research Journal, 28, 111–138. doi:10.1080/01411920120109784.CrossRef

Pozzoli, T., Gini, G., & Vieno, A. (2012). The role of individual correlates and class norms in defending and passive bystanding behavior in bullying: a multilevel analysis. Child Development, 83, 1917–1931. doi:10.1111/j.1467-8624.2012.01831.x.PubMedCrossRef

Ramasut, A., & Papatheodorou, T. (1994). Teachers’ perceptions of children’s behaviour problems in nursery classes in Greece. School Psychology International, 15, 145–161. doi:10.1177/0143034394152004.CrossRef

Sairanen, L., & Pfeffer, K. (2011). Self-reported handling of bullying among junior high school teachers in Finland. School Psychology International, 32, 330–344. doi:10.1177/0143034311401795.CrossRef

Salmivalli, C. (2002). Is there an age decline in victimization by peers at school? Educational Research, 44, 269–278. doi:10.1080/00131880210135331.CrossRef

Salmivalli, C. (2010). Bullying and the peer group: a review. Aggression and Violent Behavior, 15, 112–120. doi:10.1016/j.avb.2009.08.007.CrossRef

Scholte, R., Engels, R., Overbeek, G., De Kemp, R., & Haselager, G. (2007). Stability in bullying and victimization and its association with social adjustment in childhood and adolescence. Journal of Abnormal Child Psychology, 35, 217–228. doi:10.1007/s10802- 006-9074-3.PubMedCentralPubMedCrossRef

Sijtsema, J. J., Veenstra, R., Lindenberg, S., & Salmivalli, C. (2009). Empirical test of bullies’ status goals: assessing direct goals, aggression, and prestige. Aggressive Behavior, 35, 57–67. doi:10.1002/ab.20282.PubMedCrossRef

Smith, P. K., Morita, J., Junger-Tas, D., Olweus, D., Catalano, R., & Slee, P. (1999). The nature of school bullying: a cross-national perspective. London: Routledge.

Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29, 239–268. doi:10.1002/ab.10047.CrossRef

Stanovich, P., & Jordan, A. (1998). Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. The Elementary School Journal, 98, 221–238. doi:10.1086/461892.CrossRef

Statistics Netherlands. (2012). Jaarboek onderwijs in cijfers: 2012 [Yearbook education: 2012]. Den Haag/Heerlen: Centraal bureau voor de statistiek.

Tolsma, J., Van Deurzen, I., Stark, T., & Veenstra, R. (2013). Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools. Social Networks, 35, 51–61. doi:10.1016/j.socnet.2012.12.002.CrossRef

Van Hattum, M. (1997). Pesten. Een onderzoek naar de beleving, visie en handelen van leraren en leerlingen [Bullying. Teachers’ and students’ experiences, visions, and behavior]. Doctoral dissertation, University of Amsterdam, Amsterdam, the Netherlands.

Veenstra, R., Lindenberg, S., Oldehinkel, A., de Winter, A., Verhulst, F., & Ormel, J. (2005). Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41, 672–682. doi:10.1037/0012-1649.41.4.672.PubMedCrossRef

Veenstra, R., Lindenberg, S., Zijlstra, B. J. H., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2007). The dyadic nature of bullying and victimization: testing a dual perspective theory. Child Development, 78, 1843–1854. doi:10.1111/j.1467-8624.2007.01102.x.PubMedCrossRef

Verlinden, M., Veenstra, R., Ringoot, A. P., Jansen, P. W., Raat, H., Hofman, A., et al. (2014). Detecting bullying in early elementary school with a computerized peer–nomination instrument. Psychological Assessment.

Weiner, B. (1980). A cognitive (attribution)-emotion-action model of motivated behavior: an analysis of judgements of help giving. Journal of Personality and Social Psychology, 39(2), 186–200. doi:10.1037/0022-3514.39.2.186.CrossRef

Yoneyama, S., & Naito, A. (2003). Problems with the paradigm: the school as a factor in understanding bullying (with special reference to Japan). British Journal of Sociology of Education, 24, 316–330. doi:10.1080/01425690301894.CrossRef

Yoon, J. (2004). Predicting teachers’ interventions in students’ bullying. Education and Treatment of Children, 27, 37–45.

Zeijl, E., Crone, M., Wiefferink, K., Keuzenkamp, S., & Reijneveld, M. (2005). Kinderen in Nederland [Children in the Netherlands]. Den Haag: Sociaal en Cultureel Planbureau (SCP).

Titel: Teacher Characteristics and Peer Victimization in Elementary Schools: A Classroom-Level Perspective
Auteurs: Beau Oldenburg
Marijtje van Duijn
Miranda Sentse
Gijs Huitsing
Rozemarijn van der Ploeg
Christina Salmivalli
René Veenstra
Publicatiedatum: 01-01-2015
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 1/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-013-9847-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2015

Gene-Environment Correlation Linking Aggression and Peer Victimization: Do Classroom Behavioral Norms Matter?

Taking Peer Victimization Research to the Next Level: Complex Interactions Among Genes, Teacher Attitudes/Behaviors, Peer Ecologies, & Classroom Characteristics

School Climate and Delinquency Among Chinese Adolescents: Analyses of Effortful Control as a Moderator and Deviant Peer Affiliation as a Mediator

School-related Factors in the Development of Bullying Perpetration and Victimization: Introduction to the Special Section

Rejection and Victimization among Elementary School Children: The Buffering Role of Classroom-Level Predictors

The Impact of Chronic Physical Illness, Maternal Depressive Symptoms, Family Functioning, and Self-esteem on Symptoms of Anxiety and Depression in Children