Teachers' bullying‐related cognitions as predictors of their responses to bullying among students

Fleur Elisabeth van Gils,Karine Verschueren,Karlien Demol,Isabel Maria ten Bokkel,Hilde Colpin

British Journal of Educational Psychology（2023）

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摘要

The findings suggest that teachers' bullying-related cognitions are not reflected in their responses to bullying as perceived by students. Moreover, the findings indicate that students' perceptions of teachers' responses vary widely within classrooms and over time. Student- and teacher-reported teachers' responses might differ, and these possible differences should be taken into account.

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关键词

bullying,elementary education,longitudinal design,multilevel,student-perceived teachers' responses,teachers' bullying-related cognitions

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