{"title":"探索多重预测因素对教师干预关系欺凌意愿的影响：受害者羞辱倾向的调节作用","authors":"Li-Ming Chen","doi":"10.1080/15388220.2023.2299984","DOIUrl":null,"url":null,"abstract":"This study examined how normative beliefs, identification scores, perceived severity, self-efficacy in intervention, and victim-blaming tendencies impact teachers’ willingness to intervene in relat...","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"10 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the Impact of Multiple Predictors on Teachers’ Willingness to Intervene in Relational Bullying: The Moderating Role of Victim-Blaming Tendency\",\"authors\":\"Li-Ming Chen\",\"doi\":\"10.1080/15388220.2023.2299984\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examined how normative beliefs, identification scores, perceived severity, self-efficacy in intervention, and victim-blaming tendencies impact teachers’ willingness to intervene in relat...\",\"PeriodicalId\":47428,\"journal\":{\"name\":\"Journal of School Violence\",\"volume\":\"10 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-12-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of School Violence\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/15388220.2023.2299984\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"CRIMINOLOGY & PENOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Violence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/15388220.2023.2299984","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CRIMINOLOGY & PENOLOGY","Score":null,"Total":0}
Exploring the Impact of Multiple Predictors on Teachers’ Willingness to Intervene in Relational Bullying: The Moderating Role of Victim-Blaming Tendency
This study examined how normative beliefs, identification scores, perceived severity, self-efficacy in intervention, and victim-blaming tendencies impact teachers’ willingness to intervene in relat...
期刊介绍：
The Journal of School Violence is a multi-disciplinary, quarterly journal that publishes peer-reviewed empirical studies related to school violence and victimization. Accepting a variety of social science methodologies, this international journal explores the broad range of contemporary issues centering on violence in the school environment. These issues often include, but are not limited to, the nature, extent, prevention, and consequences of school violence for students, teachers, and staff of all manner of educational systems.
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