A latent class growth analysis of school bullying and its social context: The self-determination theory perspective

A latent class growth analysis of school bullying and its social context: The self-determination theory perspective

• Lam, Shui Fong The Hong Kong Institute of Education
• Law, Wilbert
• Chan, Chi Keung
• Wong, Pak Ho Bernard
• Zhang, Xiao

School Psychology Quarterly, 30(1), 75-90, 2015

American Psychological Association

2015

• B 人的行為
  • BE 行為問題、違規及犯罪行為、青少年犯罪、邊緣兒童和青少年、黑社會

Bullying Victimization School Banding Self-Determination Theory Teacher Support

• Hong Kong

• 1997.7 onwards

• 中學教育

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.]

• 英文

期刊論文

• 10453830

https://bibliography.lib.eduhk.hk/tc/bibs/02f83dcc

2015-06-23