| Reference : Teachers make the difference! Gender specific predictors of bullying and cyberbullying |
| Scientific congresses, symposiums and conference proceedings : Unpublished conference | |||
| Social & behavioral sciences, psychology : Social, industrial & organizational psychology | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/35657 | |||
| Teachers make the difference! Gender specific predictors of bullying and cyberbullying | |
| English | |
Steffgen, Georges  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >] | |
| Heinz, Andreas [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >] | |
| 26-Apr-2018 | |
| The study explores the different importance of school factors, peers, and family for boys and girls in predicting youth bullying experience at school. Data are taken from the “Health Behaviour in School- Aged Children” study, a cross-sectional survey investigating health behaviours among children and adolescents of 45 countries worldwide. The analysis is done on the nationally representative sample including 7233 students (46,4% males) aged between 11-18 years in Luxembourg. Bullying and cyberbullying behavior, family (communication, support), peers (communication), as well as school (classroom climate,) perceptions and other factors are measured through a self-administered questionnaire. The findings show that all three social systems have significant predicting relevance for boys and girls for bullying and cyberbullying. Support by family, Communication within family, communication with friends, and classroom climate are found to predict bullying and cyberbullying for boys and girls. Furthermore, teachers’ support operate supplementary for girls in predicting bullying and cyberbullying in school. The implications of the findings are discussed in terms of their relevance for the development of intervention programs against bullying and cyberbullying. | |
| Yes | |
| International | |
| 7e Conférence Mondiale "Violence à l'école et politiques publiques" | |
| from 25-04-2018 to 27-04-2018 | |
| Québec | |
| Canada | |
| http://hdl.handle.net/10993/35657 |
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