An Analysis of the Relationship Between Bullying Others, Perceived School Connectedness, Academic Achievement, and Selected Demographics Among Female High School Athletes PDF Download
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Author: Elizabeth A. Fettrow
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 263
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Book Description
The purpose of this study was to analyze the relationship between bullying others, perceived school connectedness, academic achievement, and selected demographics among female high school athletes. A purposive sample of all in-season (Fall 2012) female athletes enrolled in three schools located in an urban school district in Northeast Ohio was recruited to participate in this study. Subjects completed a 54-item instrument designed to assess their self-reported involvement in bullying others. Further, subjects were asked to provide responses about the construct of school connectedness. Data were obtained using a one-time anonymous paper/pencil instrument. Data were analyzed using the one-way and two-way Analysis of Variance (ANOVA) techniques and Correlation analysis. Findings revealed a statistically significant relationship between bullying others and race, and bullying others and current achievement. Also, the data revealed a statistically significant correlation between bullying others and perceived school connectedness. The results from this study support the current body of literature dedicated to this relationship between bullying others and perceived school connectedness. Interestingly, much less is known about the relationship between the independent and dependent variables used in this study as it occurs among female high school athletes. More research with athletes is recommended to better elucidate the effects of sports participation on these variables.
Author: Elizabeth A. Fettrow
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 263
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Book Description
The purpose of this study was to analyze the relationship between bullying others, perceived school connectedness, academic achievement, and selected demographics among female high school athletes. A purposive sample of all in-season (Fall 2012) female athletes enrolled in three schools located in an urban school district in Northeast Ohio was recruited to participate in this study. Subjects completed a 54-item instrument designed to assess their self-reported involvement in bullying others. Further, subjects were asked to provide responses about the construct of school connectedness. Data were obtained using a one-time anonymous paper/pencil instrument. Data were analyzed using the one-way and two-way Analysis of Variance (ANOVA) techniques and Correlation analysis. Findings revealed a statistically significant relationship between bullying others and race, and bullying others and current achievement. Also, the data revealed a statistically significant correlation between bullying others and perceived school connectedness. The results from this study support the current body of literature dedicated to this relationship between bullying others and perceived school connectedness. Interestingly, much less is known about the relationship between the independent and dependent variables used in this study as it occurs among female high school athletes. More research with athletes is recommended to better elucidate the effects of sports participation on these variables.
Author: Angela S. Backus
Publisher:
ISBN:
Category : Bullying in schools
Languages : en
Pages : 225
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Book Description
The purpose of this study was to examine the relationship between bullying behaviors and perceived school connectedness among middle school students. In specific, the relationships between victimization, bullying others, perceived school connectedness, and demographics were investigated. This was a population study designed to examine bullying behaviors and perceived school connectedness among all 5th through 8th grade students enrolled in a northeastern Ohio school district. Among the total population of potential subjects (N = 1,197), 597 subjects participated in this study. These subjects completed a 56-item instrument about their involvement in bullying as a perpetrator and a victim. In addition, subjects provided responses about their sense of school connectedness. The instrument data were analyzed using several statistical procedures, including univariate analysis, multiple linear regression, and correlation analysis. Univariate analyses confirmed statistically significant differences between self-reported bullying behaviors and grade level. In addition, results indicated statistically significant differences between math scores and bullying others and victimization. Statistically significant mean differences also were confirmed between self-reported victimization and language arts scores. Regression analyses revealed that perceived school connectedness was a predictor of bullying others and victimization. Further, math scores was a moderate predictor of victimization. Correlation analysis confirmed a statistically significant relationship between bullying others and victimization. In summary, the findings support an emphasis on school connectedness-building among adolescents to reduce involvement in bullying. In addition, the results support continued investigation into the link between academic achievement and involvement in bullying as math scores were identified as a predictor of victimization and bullying others.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 030944070X
Category : Law
Languages : en
Pages : 362
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Book Description
Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.
Author:
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1810
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Book Description
Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.
Author: Janet Urbanski
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: Bullying is a complex behavior that can cause academic and social problems for students and can contribute to a negative school climate. Students who feel isolated or do not feel connected to their school may experience similar risks to those who are victimized by peers. Recent school violence incidents have led to an increase in bullying behavior research. The importance of the school climate is also emerging in educational discourse prompting a growth of research in school connectedness and positive relationships. However, research on the impact that relationships and school connectedness may have on bullying victimization at school is limited. This is a secondary analysis of a national data set from the 2005 administration of the National Crime Victimization Survey School Crime Supplement. The study focused on the relationship between school connectedness and bullying victimization and whether gender, race, grade level, and academic achievement moderate the relationship. The role of relationships in bullying victimization was considered. Weighted regression analyses were conducted to determine the relationship between bullying behaviors and school connectedness and to identify the combination of factors that may influence the relationship. Components of school connectedness identified through factor analysis were statistically significant predictors of occurrence and frequency of bullying victimization, but accounted for a very small amount of variance in the outcome. Adding demographic variables of race, gender, grade level, and academic achievement produced a slight increase in the proportion of variance accounted for. Race did not have a statistically significant impact on occurrence of bullying victimization; neither race nor gender was statistically significant in variance of frequency of bullying victimization. Peer relationships proved to be statistically significant in bullying victimization frequency but neither adult-student nor peer relationships were statistically related to bullying victimization occurrence. Overall, school connectedness predicted a very small proportion of variance in occurrence and frequency of bullying victimization, suggesting that bullying prevention efforts should include strategies beyond those to improve a student's sense of connectedness to school. A comprehensive approach is needed to address bullying in schools effectively.
Author: Sandra L. Christenson
Publisher: Routledge
ISBN: 113589258X
Category : Education
Languages : en
Pages : 738
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Book Description
Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better understanding of the complexities impinging on children’s development; and pooling of family and school resources to find and implement solutions to shared goals. This is the first comprehensive review of what is known about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy. Key features include: provides comprehensive, cross-disciplinary coverage of theoretical issues and research concerning family-school partnerships. describes those aspects of school-family partnerships that have been adequately researched and promotes their implementation as evidence-based interventions. charts cutting-edge research agendas & methods for exploring school-family partnerships. charts the implications such research has for training, policy and practice especially regarding educational disparities. This book is appropriate for researchers, instructors, and graduate students in the following areas: school counseling, school psychology, educational psychology, school leadership, special education, and school social work. It is also appropriate for the academic libraries serving these audiences.
Author:
Publisher:
ISBN:
Category : Blacks
Languages : en
Pages : 376
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Author:
Publisher:
ISBN:
Category : Blacks
Languages : en
Pages : 696
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Author: Jeffrey A. Rosen
Publisher: RTI Press
ISBN: 1934831026
Category : Education
Languages : en
Pages : 216
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Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author: Emily A. Greytak
Publisher:
ISBN: 9781934092194
Category :
Languages : en
Pages :
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