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Factors Impacting Student Reporting Bullying or Cyberbullying to School Personnel.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Factors Impacting Student Reporting Bullying or Cyberbullying to School Personnel./
作者:	Joo, Hyungyung.
面頁冊數:	1 online resource (143 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	School counseling. -
電子資源:	click for full text (PQDT)
ISBN:	9780355330724

Factors Impacting Student Reporting Bullying or Cyberbullying to School Personnel.
Joo, Hyungyung.

Factors Impacting Student Reporting Bullying or Cyberbullying to School Personnel. - 1 online resource (143 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2017.

Includes bibliographical references

The purpose of this study was to examine if school personnel-student relationships (supportive teachers and adults at school) are associated with student reporting of bullying or cyberbullying incidents to school personnel after controlling for individual characteristics (sex, race, grade level, and academic achievement), seriousness of victimization (frequency, multiple victimization, fear, and avoidance), and school environment (school rule clarity and fairness, school guidelines on safety, and school neighborhood safety). Data for hierarchical binary logistic regression analyses were derived from the 2013 National Crime Victimization Survey School Crime Supplement. Sample included 12-18 year-old students who either experienced bullying or cyberbullying (N = 1,094). Results indicated that supportive school-personnel relationships with students are related to targets' reporting of victimization to school personnel in bullying but not in cyberbullying. Findings also confirmed associations between targets' reporting of victimization to teachers or other adults at schools and grade level, academic achievement, multiple victimization, and avoidance behaviors. In the context of cyberbullying, significant associations between targets' reporting of victimization and both sex and frequency of victimization were found. Employing a rational choice framework and social-ecological model, findings of this study enhanced the general understanding of the individual and environmental factors related to targets' reporting behavior. The results of this study provided implications for practices in schools, school personnel training in higher education, and policy enactment. Limitations of the study and recommendations for future research were also discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355330724Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

Factors Impacting Student Reporting Bullying or Cyberbullying to School Personnel.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: SeriaShia J. Chatters.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine if school personnel-student relationships (supportive teachers and adults at school) are associated with student reporting of bullying or cyberbullying incidents to school personnel after controlling for individual characteristics (sex, race, grade level, and academic achievement), seriousness of victimization (frequency, multiple victimization, fear, and avoidance), and school environment (school rule clarity and fairness, school guidelines on safety, and school neighborhood safety). Data for hierarchical binary logistic regression analyses were derived from the 2013 National Crime Victimization Survey School Crime Supplement. Sample included 12-18 year-old students who either experienced bullying or cyberbullying (N = 1,094). Results indicated that supportive school-personnel relationships with students are related to targets' reporting of victimization to school personnel in bullying but not in cyberbullying. Findings also confirmed associations between targets' reporting of victimization to teachers or other adults at schools and grade level, academic achievement, multiple victimization, and avoidance behaviors. In the context of cyberbullying, significant associations between targets' reporting of victimization and both sex and frequency of victimization were found. Employing a rational choice framework and social-ecological model, findings of this study enhanced the general understanding of the individual and environmental factors related to targets' reporting behavior. The results of this study provided implications for practices in schools, school personnel training in higher education, and policy enactment. Limitations of the study and recommendations for future research were also discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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