Peer victimization and authoritative school climate: A multilevel approach. created by D., Shukla, K., & Konold, T.

By:

Cornell, Dewey [author]

Material type: Text

TextSeries: ; Volume , number ,Virginia American Psychological Association 2015Content type:

text

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unmediated

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volume

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Summary: School climate is widely recognized as an important influence on peer victimization in schools. The purpose of this study is to examine how authoritative school climate theory provides a framework for conceptualizing 2 key features of school climate—disciplinary structure and student support—that are associated with 3 measures of peer victimization. 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.

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Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051JOU (Browse shelf(Opens below))	Vol 107. No.4.pages 1186-1201	SP25470	Not for loan	For Inhouse use only

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School climate is widely recognized as an important influence on peer victimization in schools. The purpose of this study is to examine how authoritative school climate theory provides a framework for conceptualizing 2 key features of school climate—disciplinary structure and student support—that are associated with 3 measures of peer victimization. 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.

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