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NCJ Number: 249662 Find in a Library
Title: Peer Victimization and Authoritative School Climate: A Multilevel Approach
Journal: Journal of Educational Psychology  Volume:107  Issue:4  Dated:November 2015  Pages:1186-1201
Author(s): D. Cornell; K. Shukla; T. Konold
Date Published: November 2015
Page Count: 16
Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Grant Number: 2012-JF-FX-0062
Document: PDF
Type: Report (Grant Sponsored); Report (Study/Research); Research (Applied/Empirical)
Format: Article; Document (Online)
Language: English
Country: United States of America
Annotation: Since school climate is widely recognized as an important influence on peer victimization in schools, this study examined how authoritative school climate theory provides a framework for conceptualizing two key features of school climate—disciplinary structure and student support—that are associated with three measures of peer victimization.
Abstract: Multilevel multivariate modeling in a statewide sample of 39,364 7th- and 8th-grade students attending 423 schools revealed meaningful associations at both the student and school levels of analysis. Higher disciplinary structure was associated with lower levels of prevalence of teasing and bullying, bullying victimization, and general victimization. Higher student support was associated with lower prevalence of teasing and bullying and general victimization. Overall, these findings add new evidence to the theory that an authoritative school climate is conducive to lower peer victimization. (Publisher abstract modified)
Main Term(s): Juvenile delinquency prevention
Index Term(s): behavioral support; Bullying; OJJDP grant-related documents; OJJDP Resources; school climate; School discipline; School security; Social Support
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=271808

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