The present study concerns longitudinal research on bullying perpetration and peer victimization. A focus is on school factors of school climate (academic support, group support) and school identification (connectedness or belonging), which are conceptualized as related but distinct constructs. Analysis of change on these factors as well as individual well-being across time contributes to understanding bullying behavior. Latent growth modeling was employed to examine the predictors of anxiety, depression, 2 school climate factors and school identification in understanding change in physical and verbal bullying behavior. The sample included 492 Australian school students (means age 15 years, 53.5% male) in Grades 7 to 10 who completed measures over 3 years. Academic support and group support were the strongest predictors of change in bullying and victimization. Positive change in school identification also predicted a decrease in bullying behavior over time. An increase in depression or anxiety across time predicted an increase in rates of both bullying and victimization over time. Future research should continue to examine the complex relationship between individual-psychological and social-psychological variables in impacting on incidence of school-based bullying. On a practical note, school-based intervention programs may benefit from an approach that aims to target the school climate, social identity with the school, and promote individual psychological well-being.
In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study (N ¼ 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socioeconomic status, and school identification. In line with
The present study examined how the supportive climate of a school (group support and academic support) and student mental health (depression and anxiety) are associated with school-based aggression and victimization. Drawing on the social identity perspective, school identification (i.e., a person's social identity as a school member) was investigated as a mechanism to explain how the supportive climate of a school may come to affect peer aggression and victimization. Using data from Australian students (Grades 7-10, N ϭ 1,809) negative binomial structural equation modeling showed that (a) school climate factors and school identification negatively predicted peer aggression, (b) depression and anxiety were also strong predictors of peer aggression, and (c) school identification partially mediated the association of group support (but not academic support) with peer aggression. A different pattern was observed for peer victimization. The findings have a range of implications for addressing school-based aggression highlighting to school leadership and education policymakers that building and strengthening a supportive climate and school identification will be fruitful.
What is the significance of this article for the general public?Peer aggression in schools is associated with supportive school climate and student mental health. More importantly, if educational policy and school leadership endeavor to strengthen students' social identification with the school, it is possible to make schools safer.
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