A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-08-21 DOI:10.1016/j.tate.2024.104735
Hui Yin , Jiexin Gao , Ziqiang Han
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Abstract

Teachers play an essential role in school bullying prevention. This study investigates teachers' perceived seriousness and willingness to intervene in school bullying using a survey-experimental design. Twenty conjoint scenarios were designed based on five types of victims' reactions (crying, fighting back, seeking help, pretending nothing happened, no description) and four forms of bullying (physical, verbal, relational, and cyber). Cyberbullying is perceived as the most serious. Physical bullying elicits the highest willingness to intervene. Teachers' perceived seriousness significantly varies according to victims' reactions, except for relational bullying. However, teachers' willingness to intervene does not differ significantly based on victims’ reactions.

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关于校园欺凌受害者的反应、教师的严肃认知和干预意愿的调查-实验研究
教师在预防校园欺凌方面发挥着至关重要的作用。本研究采用调查-实验设计,调查了教师对校园欺凌的严重性和干预意愿的感知。根据受害者的五种反应类型(哭泣、反击、寻求帮助、装作若无其事、不做描述)和四种欺凌形式(身体、语言、关系和网络)设计了 20 个联合情景。网络欺凌被认为是最严重的。身体欺凌引起的干预意愿最高。除关系欺凌外,教师对欺凌严重性的认识因受害者的反应而有显著差异。然而,教师的干预意愿并不因受害者的反应而有显著差异。
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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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