Classroom influences on bullying

By Erling Roland, David Galloway. 2002

264 citations recorded by the source corpus.

The relationship between estimates of teachers' management of the class, the social structure of the class and bullying otherswas investigated by questionnaires answered by 2,002 pupils and 99 teachers in Norwegian primary schools. A path analysis demonstrated that the social structure of the class had a direct impact on bullying behaviour. Classroom management had a direct impact on the prevalence of bullying other children, and an indirect impact on this variable via the social structure. The joint impact of management and social structure on bullying others was substantial. Class-level estimates of family conditions of the pupils were included in the analyses. Implications for preventing bullying by general management of the class are discussed.

Subfields: Social Psychology

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In Social Psychology

Citations in the corpus

Bullying: análisis de la situación en las aulas españolas (2009, background): “…el clima afectivo del grupo de iguales sufre una importante pérdida de actitudes prosociales, favoreciendo la falta de consideración hacia los demás (Cerezo, 2006a; Roland y Galloway, 2002) y la consiguiente merma en la calidad del clima educativo (Gázquez, Cangas, Padilla, Cano y Pérez, 2005).”
Bullies and Victims in the Peer Ecology: Four Questions for Psychologists and School Professionals (2003, background): “Teachers vary dramatically in classroom management skills (Roland & Galloway, 2002) that help shape the structure and values of peer ecologies.”
A Multilevel Study of Predictors of Student Perceptions of School Climate: The Effect of Classroom-Level Factors (2008, background): “Research has suggested that teacher management style is related to the social structure of the class (Roland & Galloway, 2002).”
A content analysis of school anti‐bullying policies: progress and limitations (2008, background): “Also, pupil reports indicate that they can experience bullying from teachers (Olweus, 1999 ; Rivers, 1995 ), and this is an important indicator of school climate (Roland & Galloway, 2002 ).”
Classroom Management, Bullying, and Teacher Practices. (2010, background): “Roland and Galloway (2002) studied the impact of classroom management and bullying.”
Social status, gender, classroom climate and bullying among adolescents pupils (2010, background): “Most of them reveal that bullies and victims alike are more rejected than not involved pupils (Cerezo, 2006b; Leary, Kowalski, Smith & Phillis, 2003; Roland & Galloway, 2002 ).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “The influence of math classroom structural characteristics (e.g., class composition and teacher characteristics) on student achievement is well-documented and consistent across genders (Blatchford, 2003; Roland & Galloway, 2002).”
Parental perspectives of the role of school factors in school refusal (2014, background): “Bullying has serious negative consequences for relationships and a disruptive classroom is found to increase the risk of bullying (Roland and Galloway 2002; Bru, Stephens and Torsheim 2002).”
Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers (2008, background): “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.”
School factors associated with school refusal- and truancy-related reasons for school non-attendance (2015, background): “Teachers’ classroom management, which involves, among other factors, structuring social interactions between students and supporting individual students, has been argued to be crucial for the engagement and well-being of students (e.g., Ertesvåg 2009; Roland and Galloway 2002; Pianta et al. 2012).”
Teacher Practice and Students' Sense of Belonging (2010, methodology): “Utilizing questionnaire responses from a sample of 2002 pupils and 99 teachers in 22 schools and 118 classes in grades 4‐6, Roland and Galloway (2002) examined two sets of classroom variables that were predicted to influence the incidence of bullying.”
Differentiating classroom climate concepts: Academic, management, and emotional environments (2009, background): “Equally interesting is the relationship between positive class climate and the social behaviour of pupils, such as reduced bullying and conflict, together with greater co-operation and social competence (roland & Galloway 2002; Barth et al. 2004; Wilson et al. 2007; DiLalla & Mullineaux 2008).”