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Speak up or stay silent: Can teacher responses towards bullying predict victimized students’ disclosure of victimization?
European Journal of Developmental Psychology ( IF 1.807 ) Pub Date : 2020-12-30 , DOI: 10.1080/17405629.2020.1863211
Isabel M. ten Bokkel 1 , Sabine E. M. J. Stoltz 2 , Yvonne H. M. van den Berg 2 , Bram Orobio de Castro 3 , Hilde Colpin 1
Affiliation  

ABSTRACT

Many children who are victimized by their peers do not tell their teachers. Subsequently, teacher intervention and support are not likely to take place. To investigate the role teachers can play to promote disclosure by victimized students, we examined (1) the prevalence of disclosure to teachers, and (2) the extent to which teachers’ responses towards bullying longitudinally predict victimized students’ disclosure to their teacher. Participants were 874 Dutch primary school students (Grades 4–6) who reported being victimized, and their teachers. Of the victimized students, 76.8% reported that they disclosed to someone and 58.3% of them told their teacher. Multilevel binary logistic regression among all victimized students and a subsample of persistently victimized students (n = 316) revealed that neither teacher-reported active intervention nor passive intervention at T1 predicted victimized students’ likelihood to disclose to their teacher at T2. Implications for future research and for practice are discussed.



中文翻译:

说出来还是保持沉默:教师对欺凌的反应能否预测受害学生披露受害情况?

摘要

许多被同龄人欺负的孩子不告诉他们的老师。随后,教师的干预和支持不太可能发生。为了调查教师在促进受害学生披露信息方面可以发挥的作用,我们检查了 (1) 向教师披露信息的普遍性,以及 (2) 教师对欺凌行为的反应纵向预测受害学生向其老师披露信息的程度。参与者是 874 名报告受害的荷兰小学生(4-6 年级)及其老师。在受害学生中,76.8% 的人报告说他们向某人透露过,其中 58.3% 的人告诉了他们的老师。所有受害学生的多级二元逻辑回归和持续受害学生的子样本(n= 316) 揭示教师报告的主动干预和 T1 的被动干预都没有预测受害学生在 T2 向老师透露的可能性。讨论了对未来研究和实践的影响。

更新日期:2020-12-30
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