Self-Efficacy in a New Training Model for the Prevention of Bullying in Schools

Influence of school-level variables on aggression and associated attitudes of middle school students

“…Research has shown that teachers' self-efficacy beliefs are linked to their classroom behavior and practices, improved student academic achievement, improved student attitudes towards school, and greater student self-efficacy (Brophy & Good, 1984;Goddard, Hoy, & Woolfolk-Hoy, 2000;Howard, Horne, & Jolliff, 2001;Miskel, McDonald, & Bloom, 1983;Rimm-Kaufman & Sawyer, 2004). This relation is bi-directional; teachers feel more efficacious when their students do well and students do well when teachers feel more efficacious (Ross, 1988).…”

Effects of antibullying programs on teachers’ interventions in bullying situations. A meta‐analysis

“…Applying the leaving‐one‐out analysis results in statistically significant summary effect sizes varying between g = 0.095 (leaving out Limber et al, ) and g = 0.435 (leaving out Smith et al, ). Removing the study of Howard et al () and Newman‐Carlson and Horne () results in nonsignificant summary effect sizes. The impact of antibullying programs on teachers became negligible when the study of Limber et al () was removed from the data set, indicating that our findings related to teacher interventions seems to be influenced by the outcomes of this large‐scale study.…”

“…After iteratively removing one study at a time, the summary effect sizes remained stable, varying between g = 0.445 (leaving out Howard, Horne, & Jolliff, ) and g = 0.625 (leaving out Schultes, Stefanek, Schoot, Strohmeier, & Spiel, ). These findings suggest that the meta‐analytic results on the determinants on teachers’ intervention are not heavily influenced by deviant outcomes of a single study.…”

Bully Busters: A Psychoeducational Intervention for Reducing Bullying Behavior in Middle School Students

“…Bullying behaviors are learned and reinforced through different environmental contexts, that is, cultural, societal, school, familial, and individual. In examining how to change the cycle of aggression in schools, one factor that appears to be of great significance in reducing bullying is the quality of the relationship between the teacher and the child (Howard, Horne, & Jolliff, 2001;Pianta, 1999;Swearer & Doll, 2001). Children are in school for a large portion of their waking lives and are in constant contact with teachers who are models for their students (Bandura, 1986;Besag, 1989).…”