Journal Articles
A latent class growth analysis of school bullying and its social context: The self-determination theory perspective
EdLink- A latent class growth analysis of school bullying and its social context: The self-determination theory perspective
- School Psychology Quarterly, 30(1), 75-90, 2015
- American Psychological Association
- 2015
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- Hong Kong
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- 1997.7 onwards
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- Secondary Education
- The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%), victims (3.0%), bully-victims (9.4%), and typical students (77.8%). There was a significant association between academic tracking and group membership. Students from the school with the lowest academic performance had a greater chance of being victims and bully-victims. Longitudinal data showed that all 4 groups tended to report less victimization over the years. The victims and the typical students also had a tendency to report less bullying over the years, but this tendency was reversed for bullies and bully-victims. Perceived support from teachers for relatedness significantly predicted membership of the groups of bullies and victims. Students with higher perceived support for relatedness from their teachers had a significantly lower likelihood of being bullies or victims. The findings have implications for the theory and practice of preventive interventions in school bullying.[Copyright © 2014 American Psychological Association.]
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- English
- Journal Articles
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- 10453830
- https://bibliography.lib.eduhk.hk/en/bibs/02f83dcc
- 2015-06-23
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