Students' Perceptions of Class Management and Reports of Their Own Misbehavior

Bru, Edvin; Stephens, Paul; Torsheim, Torbjørn

doi:10.1016/s0022-4405(02)00104-8

Cited by 109 publications

(102 citation statements)

References 26 publications

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“…Based on large design effects, the study further revealed that students' perceptions of teacher support varied considerably between school classes. In line with those of previous studies (Bru et al, 2002;Stornes et al, 2008;Urdan & Schoenfelder, 2006), the results suggested that 13-year-old students share perceptions about the psychosocial characteristics of their learning environment. The findings may indicate that some school classes provide more favourable environments for the development of academic initiative than do others, and that teachers may provide the basis for a supportive climate for the class.…”

Section: School-related Support and Students' Self-reported Academic supporting

confidence: 91%

“…Within a school class, different students may perceive the relationships differently, as mentioned in the introduction (cf. Bru et al, 2002;Urdan & Schoenfelder, 2006). Perceived teacher and classmate support were moderately related to academic initiative at the student level.…”

Section: School-related Support and Students' Self-reported Academic mentioning

confidence: 95%

“…Moreover, positive correlations have been found between different achievement goal structures, such as perceptions of an emphasis on mastery goals versus performance goals in the classroom, and a student's personal motivation (for a review, see Urdan & Schoenfelder, 2006). Students in the same class can further differ in their perceptions of the learning environment, as they may be affected by their own personal characteristics (Bru et al, 2002). …”

Section: School Environmentmentioning

confidence: 99%

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Supportive and motivating environments in school: Main factors to make well-being and learning a reality

Danielsen¹

2011

Nor J Epidemiol

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The author examined the relationships between (i) school-related social support from parents, teachers, and classmates, respectively, and students' perceived life satisfaction; and (ii) school-related social support from teachers and classmates and self-reported academic initiative. The analyses were based on data from nationally representative samples of 13-and 15-year-old students from the Norwegian part of the sixth and seventh World Health Organization (WHO) international survey of Health Behavior in School-aged Children (HBSC). The Structural Equation Modeling (SEM) analyzing approach was employed. The findings indicate that school-related social support is positively related to students' perceived life satisfaction and self-reported academic initiative. In two-level SEM analysis, a latent factor comprising pedagogical caring and autonomy support was substantially related to self-reported academic initiative at the class level.

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Section: School-related Support and Students' Self-reported Academic supporting

confidence: 91%

Section: School-related Support and Students' Self-reported Academic mentioning

confidence: 95%

Section: School Environmentmentioning

confidence: 99%

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Supportive and motivating environments in school: Main factors to make well-being and learning a reality

Danielsen¹

2011

Nor J Epidemiol

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“…The sense of empowerment steadily decreases with age, especially for girls. While not surprising (see Bru et al, 2002), this suggests that teachers, schools and teacher training programs may need to work on developing teaching methods that support and maintain students' voice and choice throughout adolescence.…”

Section: Discussionmentioning

confidence: 99%

“…These factors include classroom management, student autonomy and teacher relationship quality (Roland & Galloway, 2002;Bru, Stephens, & Torsheim, 2002), However, none of these studies has directly addressed bullying behaviour. Bru et al (2002), for example, found that students self-reported the most positive behaviours in environments where they had influence on the environment and received emotional support from the teacher. Student involvement in decision-making accounted for 28% of the classroom-level variance in behaviour problems.…”

Section: Relationships With Teachers and School Environmentmentioning

confidence: 99%

Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers

Nation

Vieno

Perkins

et al. 2007

Community & Applied Soc Psy

157

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We explore the development of bullying and victimization in school by investigating 11-, 13-and 15-year-olds' sense of interpersonal empowerment with parents, friends and teachers. A national sample of 4386 male and female students from 243 middle and secondary schools in Italy were surveyed. Boys were more likely than girls to be bullies and more likely to have been a bully/victim. Victimization and the likelihood of being both a bully and a victim declined with age. Bullying increased with age among boys whereas for girls it was slightly more prevalent at age 13 than ages 11 or 15. The sense of empowerment students experience with their teachers decreased in the older cohorts. Disempowered relationships with teachers consistently predicted bullying behaviour. Higher social competence was reported by 13-and 15-year-old bullies. Chronically bullied students had lower social competence in all age cohorts. Otherwise, predictors of victimization varied by age: 11-year-old victims felt less empowered by their teachers; 15-year-old victims reported more difficulties in negotiating cooperative relationships with parents. Bullies in all cohorts and younger bully/victims feel less empowered by their teachers. These findings suggest that students who are disempowered by teachers may either compensate by oppressing (bullying) peers or generalize the power differential with peers (become a victim).

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Social psychological processes in family and school: more evidence on their relative etiological significance for bullying behavior

Idsøe¹,

Solli²,

Cosmovici³

2008

Aggressive Behavior

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This study looked at students' perceptions of the three socialization processes of connection, regulation, and autonomy with their parents and teachers, and the relation of these issues to bullying peers. Self-reported data were collected from a representative sample of Norwegian eighth graders (N=2,083, 1,010 boys, and 1,073 girls). Findings partially confirm our hypotheses that we generated from earlier research into general antisocial behavior. For both genders, parent regulation and teacher regulation had a direct impact on bullying behavior. Parent connection and teacher connection also had an impact on bullying behavior, but these effects were indirect and were mediated by regulation and autonomy from parents and teachers. Some of the socialization processes had different impacts on bullying behavior for boys and girls. Parent autonomy and teacher autonomy had impact (although weak) on bullying behavior for boys only. In general, the variables related to the parents were of more importance for bullying behavior than the variables related to the teachers.

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Students' Perceptions of Class Management and Reports of Their Own Misbehavior

Cited by 109 publications

References 26 publications

Supportive and motivating environments in school: Main factors to make well-being and learning a reality

Supportive and motivating environments in school: Main factors to make well-being and learning a reality

Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers

Social psychological processes in family and school: more evidence on their relative etiological significance for bullying behavior

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