000			01716nam a22002417a 4500
003			ZW-GwMSU
005			20221108122405.0
008			221108b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100			_aCornell, Dewey _eauthor
245			_aPeer victimization and authoritative school climate: A multilevel approach. _ccreated by D., Shukla, K., & Konold, T.
264			_aVirginia _bAmerican Psychological Association _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aSchool 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.
650			_abullying
650			_aschool climate
650			_apeer victimization
856			_uhttps://doi.org/10.1037/edu0000038
942			_2lcc _cJA
999			_c160173 _d160173