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- Espelage, Dorothy L., et al.
(author)
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Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States
- 2015
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In: Violence and Victims. - : SPRINGER PUBLISHING CO. - 0886-6708 .- 1945-7073. ; 30:3, s. 470-487
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Journal article (peer-reviewed)abstract
- This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students relations to school and their teachers are predictive of changes in bullying.
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- Kloo, Mattias, et al.
(author)
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Longitudinal links of authoritative teaching and bullying victimization in upper elementary school
- 2024
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In: Educational Psychology. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0144-3410 .- 1469-5820.
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Journal article (peer-reviewed)abstract
- The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of upper elementary school (i.e. in grades 4 through 6) by estimating whether the association declined with time. Data came from the first three waves of an ongoing longitudinal project examining social and moral correlates of school bullying. Survey data were analysed from 1,830 students. Multilevel analyses showed that teachers who displayed high levels of warmth, caring, and supportiveness together with high levels of structure, control, and demandingness tended to have students who reported less bullying victimisation. This association between authoritative teaching at the classroom-level and bullying victimisation, while still significant, decreased over the course of the two-year study.
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