[article] 
inJournal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.668-676

Titre :	Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Christina SALMIVALLI, Auteur ; Marinus VOETEN, Auteur ; Elisa POSKIPARTA, Auteur
Année de publication :	2011
Article en page(s) :	p.668-676
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	This study investigated whether the bystanders’ behaviors (reinforcing the bully vs. defending the victim) in bullying situations are related to the frequency of bullying in a classroom. The sample consisted of 6,764 primary school children from Grades 3 to 5 (9–11 years of age), who were nested within 385 classrooms in 77 schools. The students filled out Internet-based questionnaires in their schools’ computer labs. The results from multilevel models showed that defending the victim was negatively associated with the frequency of bullying in a classroom, whereas the effect of reinforcing the bully was positive and strong. The results suggest that bystander responses influence the frequency of bullying, which makes them suitable targets for antibullying interventions.
En ligne :	http://dx.doi.org/10.1080/15374416.2011.597090
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

[article] Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms [Texte imprimé et/ou numérique] / Christina SALMIVALLI, Auteur ; Marinus VOETEN, Auteur ; Elisa POSKIPARTA, Auteur . - 2011 . - p.668-676.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.668-676

Index. décimale :	PER Périodiques
Résumé :	This study investigated whether the bystanders’ behaviors (reinforcing the bully vs. defending the victim) in bullying situations are related to the frequency of bullying in a classroom. The sample consisted of 6,764 primary school children from Grades 3 to 5 (9–11 years of age), who were nested within 385 classrooms in 77 schools. The students filled out Internet-based questionnaires in their schools’ computer labs. The results from multilevel models showed that defending the victim was negatively associated with the frequency of bullying in a classroom, whereas the effect of reinforcing the bully was positive and strong. The results suggest that bystander responses influence the frequency of bullying, which makes them suitable targets for antibullying interventions.
En ligne :	http://dx.doi.org/10.1080/15374416.2011.597090
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142