Classroom context and bullying victimization: A multilevel analysis of the effects of classroom norms and teacher’s responses on bullying victimization.
(2022) International School Psychology Association (ISPA) — Location: Leuven (7.July.2022)
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- Authors
Devleeschouwer, Charlie 
Tolmatcheff, Chloé
- Abstract
- Beyond students’ characteristics, studies have investigated the role of the school context on bullying behaviors. First, descriptive and injunctive class norms, respectively measured by the aggregated score of bullying behaviors or attitudes toward bullying in a class, have been found to be associated with bullying behaviors (Saarento et al., 2015). Second, teachers could adopt several responses in reaction to bullying between students, from non-response (e.g., ignoring) to active response (e.g., punishing the bully) (Bauman & Del Rio, 2008). Studies have highlighted the importance of teachers’ active responses to reduce bullying. On the opposite, teachers’ non-responses were associated with a higher level of student bullying (Campaert et al., 2017). However, the specific contribution of these two contextual variables to bullying behaviors when considered simultaneously has not been investigated with proper multilevel analyses. This study aims to fill this gap by analyzing data on 1752 pupils and 72 teachers. Students completed a self-report questionnaire on bullying, victimization, and attitude toward bullying. Classroom aggregated score of bullying behaviors and attitude toward bullying were used as an indicator of class descriptive and injunctive norms respectively. Teachers reported how they respond to bullying situations. The effects of class descriptive norm, class injunctive norm, and class teacher’s responses, on student bullying will be tested in multilevel analyses. We hypothesize that students in classrooms with more negative norms toward bullying and where teachers respond more often in a direct way against bullying will report less bullying behaviors. Our results will bring insights into the effect of contextual variables on school bullying.
- Affiliations
Citations
Devleeschouwer, C. (2022). Classroom context and bullying victimization: A multilevel analysis of the effects of classroom norms and teacher’s responses on bullying victimization. International School Psychology Association (ISPA), Leuven. https://hdl.handle.net/2078.5/217522