scholarly journals The Role of Bystander Perceptions and School Climate in Influencing Victims' Responses to Bullying: To Retaliate or Seek Support?

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Katrina Debnam ◽  
Catherine P. Bradshaw
Keyword(s):  
School Climate ◽  
Hierarchical Linear Modeling ◽  
School Safety ◽  
Bullying Prevention ◽  
Linear Modeling ◽  
Gender Influence ◽  
Bullying Prevention Programs ◽  
Being Bullied ◽  
Perceptions Of School

In order to reduce aggressive responses to bullying, schools nationwide have begun to implement bullying prevention programs that advise students to tell an adult, walk away, or ask the bully to stop. While previous work has demonstrated that individual differences (e.g., gender) influence the likelihood of students choosing assertive responses in lieu of aggressive responses, there has been less research on understanding how aspects of the school climate affect students’ responses to bullying. This study explores how perceptions of teacher and student intervention as well as perceptions of school safety and connectedness influence students’ likelihood of responding aggressively (i.e., retaliating) or seeking support from an adult. These data come from an online school climate survey administered to 25,308 students in 58 high schools. Three-level hierarchical linear modeling was conducted on a subset of 6,493 students who reported being bullied in the past year. Results suggest that bystander perceptions and school climate play a role in influencing students’ responses to bullying, both by decreasing the likelihood of victims using an aggressive response and increasing their likelihood of seeking support from school staff. Interventions that focus more holistically on changing school climate may better interrupt the cycle of violence.

scholarly journals PERAN CONSCIENTIOUSNESS PERSONALITY TRAIT DAN IKLIM SEKOLAH DALAM PENCEGAHAN PERUNDUNGAN

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Sri W Rahmawati
Keyword(s):  
High School Students ◽  
School Climate ◽  
Personality Trait ◽  
Sampling Technique ◽  
Significant Negative Correlation ◽  
Bullying Prevention ◽  
School Students ◽  
Bullying Prevention Programs ◽  
Climate Scale

Abstract –The aim of this study was to examine the role of conscientiousness personaity trait and school climate toward bullying. A sample of 616 senior high school students from five regions in Jakarta were acquired for this study using cluster random sampling technique. The NEO PI-R Scale, The School Climate Scale, and The Scale of Bullying were used in this study. The research hypothesized that there would be a significant negative correlation between the personality trait and school goals and norms on bullying. The study found that conscientiousness personality trait and school goals and norms in school settings have significant negative correlations to bullying. Regression test results indicated that conscientiousness trait and school goals and norms contributed 4.2% and 3.8% on bullying.  It was concluded that to obtain the optimal results, bullying prevention programs in schools should consider improving students’ personality trait and the school climate.Abstrak — Penelitian ini bertujuan untuk mengungkap peran trait kepribadian dan iklim sekolah terhadap perundungan. Riset terhadap 616 siswa yang berasal dari lima wilayah provinsi DKI Jakarta dilakukan dengan menggunakan teknik sampling kluster acak. Skala NEO PI-R, Skala Iklim Sekolah, serta Skala Perundungan digunakan sebagai alat ukur dalam penelitian ini. Hipotesis penelitian ini adalah terdapat hubungan negatif yang signifikan antara aspek (trait) kepribadian conscientiousness dan tujuan dan norma sekolah terhadap perundungan. Hasil riset  membuktikan hipotesis yang telah ditegakkan, yaitu aspek kepribadian conscientiousness serta tujuan dan norma sekolah memiliki korelasi negatif yang signifikan terhadap perundungan. Hasil uji regresi menunjukkan bahwa sifat kepribadian conscientiousness memberikan kontribusi sebesar 4.2 % terhadap perilaku perundungan pada siswa; sementara peran tujuan dan norma sekolah terhadap perundungan adalah sebesar 3.8 %. Dapat disimpulkan bila pencegahan perundungan di sekolah perlu memperhatikan pengembangan kepribadian siswa, maupun pembenahan iklim sekolah agar memeroleh hasil optimal.

scholarly journals Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence

2019 ◽  
Vol 18 (2) ◽  
pp. 314-340
Author(s):  
David S Knight ◽  
Julia C Duncheon
Keyword(s):  
High School ◽  
School Climate ◽  
School Safety ◽  
College Enrollment ◽  
Critical Role ◽  
Climate Factors ◽  
Linear Modeling ◽  
College Going ◽  
College Going Culture

As workforce participation increasingly requires a college degree, ensuring that more students from traditionally underrepresented populations have the opportunity to enter and complete college is an equity imperative. To that end, high school reforms have promoted “college-going cultures” in low-performing high schools through interventions such as rigorous course offerings and college counseling. College access research has focused on issues specific to academics and college-going processes. Yet this research has tended to ignore broader school climate factors such as school safety and extracurricular programming, which may play a critical role in postsecondary opportunity, especially for historically underserved students. The current study applies hierarchical generalized linear modeling to the Educational Longitudinal Study of 2002 to 2006 to examine the role of college-going culture and high school climate characteristics on college enrollment and persistence. We find that while some components of college-going culture are associated with the likelihood of college enrollment and persistence, that relationship is moderated by school climate factors. We conclude that efforts to implement a college-going culture may struggle if extracurricular opportunities, school safety, and overall school climate issues are ignored.

scholarly journals Rhythmic Features of Movement Synchrony for Bonding Individuals in Dyadic Interaction

2019 ◽  
Vol 44 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Ken Fujiwara ◽  
Masanori Kimura ◽  
Ikuo Daibo
Keyword(s):  
Hierarchical Linear Modeling ◽  
Dyadic Interaction ◽  
Wavelet Coherence ◽  
Linear Modeling ◽  
Theoretical Contribution ◽  
Bonding Effect ◽  
Slow Tempo ◽  
Movement Synchrony ◽  
The Impact

Abstract This study examined ways in which rhythmic features of movement contribute to bonding between individuals. Though previous studies have described synchrony as a form of social glue, this research extends those findings to consider the impact of fast versus slow tempo on movement synchrony. This two-part experiment examined dyadic interactions as they occurred between same-sex strangers (Study 1) and friends (Study 2). Participants were video-recorded as they engaged in 5- or 6-min chats, and synchrony was evaluated using wavelet transform via calculations of cross-wavelet coherence. Study 1 employed regression commonality analysis and hierarchical linear modeling and found that among various frequency bands, rapport between individuals was positively associated with synchrony under 0.025 Hz (i.e., slower than once every 40 s) and 0.5–1.5 Hz (i.e., once every 0.67–2 s). On the contrary, Study 2 determined that synchrony of 0.5–1.5 Hz was not impactful among friend dyads and only predictive of the motivation to cultivate a friendly relationship during interactions with strangers. These results indicate the existence of a distinctive rhythm for bonding individuals, and the role of pre-existing friendship as a moderator of the bonding effect of synchrony. However, the role of relative phase (i.e., timing of movement; same versus opposite timing) remains unclear, as the ratio of in- and anti-phase patterning had no significant influence on perceived rapport and motivation to develop relationships. On the basis of the research results, a theoretical contribution is proposed to the study of interpersonal coordination.

scholarly journals Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110525
Author(s):  
Ana Carolina Reyes-Rodríguez ◽  
Angel Alberto Valdés-Cuervo ◽  
José Angel Vera-Noriega ◽  
Lizeth Guadalupe Parra-Pérez
Keyword(s):  
School Climate ◽  
Collective Efficacy ◽  
Latent Variable ◽  
Critical Role ◽  
Teaching Experience ◽  
Bullying Prevention ◽  
Self Report ◽  
Equation Modeling ◽  
Teachers Perceptions ◽  
Perceptions Of School

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

Innovation affecting growth aspirations of early stage entrepreneurs: culture and economic freedom matter

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mehrzad Saeedikiya ◽  
Jizhen Li ◽  
Shayegheh Ashourizadeh ◽  
Serdar Temiz
Keyword(s):  
Hierarchical Linear Modeling ◽  
Design Methodology ◽  
Economic Freedom ◽  
Early Stage ◽  
Linear Modeling ◽  
Global Entrepreneurship Monitor ◽  
Content Type ◽  
Entrepreneurial Growth ◽  
Positive Effect

Purpose Earlier research confirms the positive effect of innovation in shaping growth ambitions of entrepreneurs. The aim of this paper is to investigate whether the effect of innovation on growth ambitions of entrepreneurs is contingent on the role of institutions, namely, culture and economic freedom. In other words, the authors’ objective is to provide an institutionally contingent understanding of the role of innovation in shaping growth ambitions of early-stage entrepreneurs. Design/methodology/approach The authors applied hierarchical linear modeling technique on the data of 100,566 early-stage entrepreneurs in 109 countries that participated in annual surveys of Global Entrepreneurship Monitor. Findings The authors find that the effect of innovation on shaping growth ambitions of early stage entrepreneurs is contingent on the role of culture such that, in secular cultures, innovation benefits growth ambitions more than traditional cultures. Further, the authors found that the effect of innovation on growth expectations is dependent on the level of economic freedom in the country in which the firms operate so that in the countries with higher level of economic freedom, early-stage entrepreneurs expect more growth out of their innovation as compared to their counterparts in the depressed economies. Originality/value The results contribute to our understanding of entrepreneurial growth aspirations as a result of the interplay of entrepreneur–firm–environment nexus.

A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research

2020 ◽  
pp. 155868982093788
Author(s):  
Kirstie L. Bash ◽  
Michelle C. Howell Smith ◽  
Pam S. Trantham
Keyword(s):  
Mixed Methods ◽  
Hierarchical Linear Modeling ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Linear Models ◽  
Mixed Methods Study ◽  
Linear Modeling ◽  
Methodological Review ◽  
Design Choice

The use of advanced quantitative methods within mixed methods research has been investigated in a limited capacity. In particular, hierarchical linear models are a popular approach to account for multilevel data, such as students within schools, but its use and value as the quantitative strand in a mixed methods study remains unknown. This article examines the role of hierarchical linear modeling in mixed methods research with emphasis on design choice, priority, and rationales. The results from this systematic methodological review suggest that hierarchical linear modeling does not overshadow the contributions of the qualitative strand. Our study contributes to the field of mixed methods research by offering recommendations for the use of hierarchical linear modeling as the quantitative strand in mixed methods studies.

scholarly journals Examining the Role of Spatial Skills and Mathematics Motivation on Middle School Mathematics Achievement

2020 ◽  
Author(s):  
Kinnari Atit ◽  
Jason R. Power ◽  
Norma Veurink ◽  
David Uttal ◽  
Sheryl Sorby ◽  
...  
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Spatial Skills ◽  
Linear Modeling ◽  
School Students ◽  
Science Technology ◽  
Mathematics Motivation ◽  
And Mathematics

Background: Spatial skills and mathematical ability have been repeatedly identified as criticalfor achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1,056 seventh grade students.Results: Using hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance.Conclusions: These results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.

The Effect of Internationalization on Firm Performance: A Moderating Role of Heterogeneity in TMTs’ Nationality

2020 ◽  
pp. 193896552095870
Author(s):  
Sujin Song ◽  
Seoki Lee
Keyword(s):  
Firm Performance ◽  
Hierarchical Linear Modeling ◽  
Top Management Teams ◽  
Linear Modeling ◽  
Return On Assets ◽  
Upper Echelons Theory ◽  
Comprehensive Examination ◽  
The Relationship ◽  
Moderating Role

The effect of internationalization on firm performance has been investigated in the hospitality literature in a relatively extensive manner. However, the literature has still provided mixed findings. Furthermore, the moderating role of top management teams (TMTs) on the relationship between internationalization and firm performance has not been explored yet in the hospitality literature. Considering the increasing importance of internationalization in the hospitality industry and a significant role of TMTs in implementing this internationalization, this study performs a comprehensive examination on the effect of internationalization on firm performance using three different internationalization measures (i.e., degree, diversification, and speed) and three different performance measures (i.e., Tobin’s q, return on assets, and international returns). This study also tests the moderating role of heterogeneity in TMTs’ nationality based on the upper echelons theory, employing hierarchical linear modeling (HLM) to test the proposed hypotheses.

Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling

2017 ◽  
Vol 38 (3) ◽  
pp. 240-263 ◽  
Author(s):  
Chiaki Konishi ◽  
Yasuo Miyazaki ◽  
Shelley Hymel ◽  
Terry Waterhouse
Keyword(s):  
School Climate ◽  
Student Perceptions ◽  
Secondary Students ◽  
School Environment ◽  
School Safety ◽  
Contextual Effects ◽  
School Level ◽  
Modeling Framework ◽  
Being Bullied ◽  
Student Reports

This study examined how student reports of bullying were related to different dimensions of school climate, at both the school and the student levels, using a contextual effects model in a two-level multilevel modeling framework. Participants included 48,874 secondary students (grades 8 to 12; 24,244 girls) from 76 schools in Western Canada. Results revealed significant associations for student perceptions of all school-climate dimensions at the student level and for a majority of the aggregated school-climate dimensions (except adult-related variables) at the school level in relation to bullying, when each school-climate dimension was included as the sole predictor in the contextual effects model. When examining the roles of all school-climate dimensions together, results showed that, at the school level, the effects of three school-climate variables – peer support, discipline/fairness/clarity of rules, and school safety – remained significant predictors of being bullied and bullying others, controlling for the effects of other school-climate dimensions at both the school and the student levels. The implications of these findings for building a safe and caring school environment are discussed.

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