Do Actions Speak Louder Than Words? Classroom Attitudes and Behavior in Relation to Bullying in Early Adolescence / Ron H. J. SCHOLTE in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.789-799 Titre : Do Actions Speak Louder Than Words? Classroom Attitudes and Behavior in Relation to Bullying in Early Adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Ron H. J. SCHOLTE, Auteur ; Miranda SENTSE, Auteur ; Isabela GRANIC, Auteur Année de publication : 2010 Article en page(s) : p.789-799 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The aim of the present study was to examine to what extent classroom factors (i.e., classroom antibullying attitudes and behavioral norms) contributed to individual bullying, after controlling for individual difference characteristics. Participants were 2,547 early adolescents (M = 13.4 years, SD = .63) from 109 middle school classes. Self- and peer reports were used to answer the research questions. It was found that adolescents in classrooms that held permissive attitudes toward bullying were more likely to bully themselves, even after controlling for individual attitude, gender, social preference, and number of reciprocal friends. However, the association of classroom attitudes with individual bullying decreased substantially when classroom bullying behavior was taken into account. Our study suggests that the effects of classroom antibullying attitudes might be partly mediated by classroom behaviors. It implies that research that has not included classroom behavior might have overestimated the effects of classroom attitudes on bullying. En ligne : http://dx.doi.org/10.1080/15374416.2010.517161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Do Actions Speak Louder Than Words? Classroom Attitudes and Behavior in Relation to Bullying in Early Adolescence [Texte imprimé et/ou numérique] / Ron H. J. SCHOLTE, Auteur ; Miranda SENTSE, Auteur ; Isabela GRANIC, Auteur . - 2010 . - p.789-799. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.789-799 Index. décimale : PER Périodiques Résumé : The aim of the present study was to examine to what extent classroom factors (i.e., classroom antibullying attitudes and behavioral norms) contributed to individual bullying, after controlling for individual difference characteristics. Participants were 2,547 early adolescents (M = 13.4 years, SD = .63) from 109 middle school classes. Self- and peer reports were used to answer the research questions. It was found that adolescents in classrooms that held permissive attitudes toward bullying were more likely to bully themselves, even after controlling for individual attitude, gender, social preference, and number of reciprocal friends. However, the association of classroom attitudes with individual bullying decreased substantially when classroom bullying behavior was taken into account. Our study suggests that the effects of classroom antibullying attitudes might be partly mediated by classroom behaviors. It implies that research that has not included classroom behavior might have overestimated the effects of classroom attitudes on bullying. En ligne : http://dx.doi.org/10.1080/15374416.2010.517161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Parent-Child Relationships and Dyadic Friendship Experiences as Predictors of Behavior Problems in Early Adolescence / Miranda SENTSE in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.873-884 Titre : Parent-Child Relationships and Dyadic Friendship Experiences as Predictors of Behavior Problems in Early Adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Miranda SENTSE, Auteur ; Robert D. LAIRD, Auteur Année de publication : 2010 Article en page(s) : p.873-884 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study focused on support and conflict in parent-child relationships and dyadic friendships as predictors of behavior problems in early adolescence (n = 182; M age = 12.9 years, 51% female, 45% African American, 74% two-parent homes). Support and conflict in one relationship context were hypothesized to moderate the effects of experiences in the other relationship context. Adolescent-reported antisocial behavior was low when either parent-child relationships or friendships were low in conflict, and adolescent-reported depressed mood was low when either friendship conflict was low or parental support was high. Parent-reported antisocial behavior was high when high levels of conflict were reported in either parent-child or friendship relationships and adolescent-reported depressed mood was high when either parental or friendship support was low. Associations appear to be similar for boys and girls as no interactions involving gender were significant. En ligne : http://dx.doi.org/10.1080/15374416.2010.517160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Parent-Child Relationships and Dyadic Friendship Experiences as Predictors of Behavior Problems in Early Adolescence [Texte imprimé et/ou numérique] / Miranda SENTSE, Auteur ; Robert D. LAIRD, Auteur . - 2010 . - p.873-884. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.873-884 Index. décimale : PER Périodiques Résumé : This study focused on support and conflict in parent-child relationships and dyadic friendships as predictors of behavior problems in early adolescence (n = 182; M age = 12.9 years, 51% female, 45% African American, 74% two-parent homes). Support and conflict in one relationship context were hypothesized to moderate the effects of experiences in the other relationship context. Adolescent-reported antisocial behavior was low when either parent-child relationships or friendships were low in conflict, and adolescent-reported depressed mood was low when either friendship conflict was low or parental support was high. Parent-reported antisocial behavior was high when high levels of conflict were reported in either parent-child or friendship relationships and adolescent-reported depressed mood was high when either parental or friendship support was low. Associations appear to be similar for boys and girls as no interactions involving gender were significant. En ligne : http://dx.doi.org/10.1080/15374416.2010.517160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

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