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School climate and the assessment of...

Mehta, Sharmila Bandyopadhyay.

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School climate and the assessment of bullying.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School climate and the assessment of bullying./
作者:	Mehta, Sharmila Bandyopadhyay.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
面頁冊數:	134 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
Contained By:	Dissertation Abstracts International73-07A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3501727
ISBN:	9781267234087

School climate and the assessment of bullying.
Mehta, Sharmila Bandyopadhyay.

School climate and the assessment of bullying. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 134 p.

Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.

Thesis (Ph.D.)--University of Virginia, 2011.

This dissertation presents a line of research aimed at improving the assessment of bullying and understanding its relationship with school climate. There is a need for validational research on student self-reports of bullying using independent criteria. There is also limited research on the relations between bullying measures and broader indices of school disorder and student engagement. The first manuscript of this dissertation investigated the internal and external validity of three school climate scales used for measuring the prevalence of bullying at school, aggressive attitudes, and student willingness to seek help. Exploratory, confirmatory, and multi-group confirmatory factor analyses were performed with a sample of 2,111 students from four middle schools and established reasonable fit for the hypothesized scales. Regression analyses in a sample of 7,318 ninth grade students attending 291 Virginia high schools indicated that these school climate factors were predictive of external indicators of school disorder. The markers of school disorder included short-term suspensions and long-term suspensions and expulsions, as well as teacher reports of student involvement in bullying and teasing behavior, student willingness to seek help seeking, and gang-related violence.

ISBN: 9781267234087Subjects--Topical Terms:

517650
Educational psychology.

School climate and the assessment of bullying.
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520 $a This dissertation presents a line of research aimed at improving the assessment of bullying and understanding its relationship with school climate. There is a need for validational research on student self-reports of bullying using independent criteria. There is also limited research on the relations between bullying measures and broader indices of school disorder and student engagement. The first manuscript of this dissertation investigated the internal and external validity of three school climate scales used for measuring the prevalence of bullying at school, aggressive attitudes, and student willingness to seek help. Exploratory, confirmatory, and multi-group confirmatory factor analyses were performed with a sample of 2,111 students from four middle schools and established reasonable fit for the hypothesized scales. Regression analyses in a sample of 7,318 ninth grade students attending 291 Virginia high schools indicated that these school climate factors were predictive of external indicators of school disorder. The markers of school disorder included short-term suspensions and long-term suspensions and expulsions, as well as teacher reports of student involvement in bullying and teasing behavior, student willingness to seek help seeking, and gang-related violence.
520 $a The second manuscript evaluated the accuracy of student self-reports of being a victim of bullying in a sample of 482 middle school students. Study findings demonstrated that only about half (24 of 43) of student self-reports of bullying victimization could be confirmed by counselor interviews. Counselor judgments were supported by peer nominations of bully victimization and self-reported attitudes about bullying.
520 $a The third manuscript used hierarchical linear modeling to show that more bullying at school is associated with lower school engagement at the student and school level in a statewide sample of 7,058 ninth graders randomly selected from 289 Virginia high schools. Collectively, these studies support the validity of individual and schoolwide assessment of bullying climate and demonstrate consistent relations between bullying and school safety and learning conditions.
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