1
|
Kovacevic Lepojevic M, Trajkovic M, Mijatovic L, Popovic-Citic B, Bukvic L, Kovacevic M, Parausic Marinkovic A, Radulovic M. The relationship between teachers' disciplinary practices and school bullying and students' satisfaction with school: The moderated mediation effects of sex and school belonging. PLoS One 2024; 19:e0303466. [PMID: 38805502 PMCID: PMC11132461 DOI: 10.1371/journal.pone.0303466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 04/25/2024] [Indexed: 05/30/2024] Open
Abstract
An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers' disciplinary practices and bullying in school and students' satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students' Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers' disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers' disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers' negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers' disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.
Collapse
Affiliation(s)
| | | | - Luka Mijatovic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | | | - Lidija Bukvic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | - Milica Kovacevic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | | | | |
Collapse
|
2
|
Klingbeil DA, Fischer AJ, Renshaw TL, Bloomfield BS, Polakoff B, Willenbrink JB, Copek RA, Chan KT. EFFECTS OF MINDFULNESS-BASED INTERVENTIONS ON DISRUPTIVE BEHAVIOR: A META-ANALYSIS OF SINGLE-CASE RESEARCH. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21982] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
|
3
|
Affiliation(s)
- Tary Tobin
- College of Education, Behavioral Research and Teaching, University of Oregon, Eugene
| | | | | |
Collapse
|
4
|
Abstract
Qualities of adolescent-adult relationships across home and school environments are examined as predictors of academic growth in mathematics. An ethnically diverse sample of adolescents was drawn from the National Educational Longitudinal Study, 1988. In separate analyses, adolescents’perceptions of (a) connection with parents and teachers and (b) regulation from parents and teachers uniquely predicted academic growth in math from 8th to 12th grade. Thus, assets across home and school were additive. No evidence supported a compensatory process in which less connection or regulation at home was compensated by the presence of these experiences in school. Within school, teacher connection was the strongest predictor for all adolescents, but a combination of connection and regulation, making up an authoritative teaching style, predicted even greater academic growth in math for adolescents from low socioeconomic backgrounds.
Collapse
|
5
|
Temporal effects of antecedent exercise on students' disruptive behaviors: an exploratory study. J Sch Psychol 2014; 52:447-62. [PMID: 25267168 DOI: 10.1016/j.jsp.2014.07.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2013] [Revised: 07/12/2014] [Accepted: 07/12/2014] [Indexed: 11/23/2022]
Abstract
Although a growing body of literature indicates that antecedent exercise is effective at reducing disruptive behaviors, there is a paucity of research examining the temporal effects of antecedent exercise. The present investigation involved 4 students (age range 11 to 14years) enrolled in a self-contained special education behavior classroom due to severe aggressive, disruptive, and oppositional behaviors. In an alternating treatment design with baseline, students were first exposed to baseline conditions and then to 2 experimental conditions (i.e., an antecedent exercise condition and a control condition) in a randomized fashion. Results indicated that 30min of moderate to intense aerobic exercise resulted in approximately 90min of behavioral improvements. In addition, there appeared to be an inverse relation between arousal levels and behavioral difficulties. The potential utility of antecedent exercise as a treatment alternative in schools for students with severe disruptive behavior is discussed.
Collapse
|
6
|
Stornes T, Bru E. Perceived motivational climates and self-reported emotional and behavioural problems among Norwegian secondary school students. SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034310397280] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study investigates the relationship between perceived motivational climates and self-reported emotional and behavioural problems (EBP: symptoms of depression, lack of on-task-orientation and disruptive behaviour), among 1171 Norwegian 8th grade secondary school students from 65 school classes. Statistical analyses showed significant associations between scores for motivational climates and EBP. Generally, perceptions of a mastery climate were associated with less reported EBP, whereas, on the other hand, perceptions of a performance climate were associated with more reported EBP. However, associations were relatively moderate and primarily identified at the individual level. The highest amount of variance was accounted for in scores for on-task-orientation, and for this variable a significant class-level association with scores for mastery climate was also computed.
Collapse
Affiliation(s)
- Tor Stornes
- University of Stavanger, Centre for Behavioural Research, Norway,
| | - Edvin Bru
- University of Stavanger, Centre for Behavioural Research, Norway
| |
Collapse
|
7
|
Ruglis J, Freudenberg N. Toward a healthy high schools movement: strategies for mobilizing public health for educational reform. Am J Public Health 2010; 100:1565-71. [PMID: 20634448 DOI: 10.2105/ajph.2009.186619] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Although research shows that education and health are closely intertwined, health professionals have difficulty using this evidence to improve health and educational outcomes and reduce inequities. We call for a social movement for healthy high schools in the United States that would improve school achievement and graduation rates; create school environments that promote lifelong individual, family, and community health and prevent chronic illness, violence, and problems of sexual health; and engage youths in creating health-promoting environments. Achieving these goals will require strengthening and better linking often uncoordinated efforts to improve child health and education. Only a broad social movement has the power and vision to mobilize the forces that can transform educational and health systems to better achieve health and educational equity.
Collapse
Affiliation(s)
- Jessica Ruglis
- Kellogg Community Health Scholar Program, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | | |
Collapse
|
8
|
Baker J, Parks-Savage A, Rehfuss M. Teaching Social Skills in a Virtual Environment: An Exploratory Study. JOURNAL FOR SPECIALISTS IN GROUP WORK 2009. [DOI: 10.1080/01933920903039195] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
9
|
Langhout RD, Mitchell CA. Engaging contexts: Drawing the link between student and teacher experiences of the hidden curriculum. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2008. [DOI: 10.1002/casp.974] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
|
10
|
Raver CC, Jones SM, Li-Grining CP, Metzger M, Smallwood K, Sardin L. Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings. EARLY CHILDHOOD RESEARCH QUARTERLY 2008; 63:253-255. [PMID: 18364994 PMCID: PMC2274905 DOI: 10.1016/j.ecresq.2007.09.001] [Citation(s) in RCA: 156] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
|
11
|
Pressley M, Gaskins IW, Solic K, Collins S. A portrait of benchmark school: How a school produces high achievement in students who previously failed. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2006. [DOI: 10.1037/0022-0663.98.2.282] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
12
|
Bear GG, Manning MA, Izard CE. Responsible behavior: The importance of social cognition and emotion. SCHOOL PSYCHOLOGY QUARTERLY 2003. [DOI: 10.1521/scpq.18.2.140.21857] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
13
|
Abstract
Scientific advances in the field of emotions suggest a framework for conceptualizing the emotion-related aspects of prevention programs that aim to enhance children's socioemotional competence and prevent the emergence of behavior problems and psychopathology. A conception of emotions as inherently adaptive and motivational and the related empirical evidence from several disciplines and specialities suggest 7 principles for developing preventive interventions: the utilization of positive and negative emotions, emotion modulation as a mediator of emotion utilization, emotion patterns in states and traits, different processes of emotion activation, emotion communication in early life, and the development of connections for the modular and relatively independent emotions and cognitive systems. Each principle's practical implications and application in current prevention programs are discussed.
Collapse
Affiliation(s)
- Carroll E Izard
- Department of Psychology, University of Delaware, Newark 19716-2577, USA.
| |
Collapse
|
14
|
McDermott PA, Mordell M, Stoltzfus JC. The organization of student performance in American schools: Discipline, motivation, verbal learning, nonverbal learning. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2001. [DOI: 10.1037/0022-0663.93.1.65] [Citation(s) in RCA: 56] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
15
|
Farmer T. The Social Dynamics of Aggressive and Disruptive Behavior in School: Implications for Behavior Consultation. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2000. [DOI: 10.1207/s1532768xjepc113&4_02] [Citation(s) in RCA: 36] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
|
16
|
Abstract
Recent efforts to focus preventive interventions on individuals not yet manifesting disorders may have served to further isolate those who are involved with preventive interventions from those who provide clinical treatments. The effective linkage of preventive and remedial interventions requires greater participation by clinicians. Changes in public and private policies concerning the organization and financing of health care provide opportunities to relink these two constituencies. Some opportunities presented by recent developments are reviewed and their implications for expanding preventive interventions discussed.
Collapse
Affiliation(s)
- P J Leaf
- Department of Mental Hygiene, Johns Hopkins School of Public Health, Baltimore, MD 21205, USA
| |
Collapse
|