AI Article Synopsis
Article Abstract
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants ( = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were "picked on." Teacher attunement represented the correspondence between self-identified and teacher-identified victims. Attunement at the beginning of the school year was related to positive changes in student reports that their peers would intervene in bullying; in turn, sense of belonging was greater when students perceived that their peers would intervene in bullying. Teacher attunement was indirectly related to greater belonging through its impact on student perceptions of the bullying context.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5199020 | PMC |
| http://dx.doi.org/10.1177/0272431615590230 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Relationally competent attitudes and actions: a systematic review of general practice literature.
Scand J Prim Health Care
October 2024
Centre for General Practice: The Section of General Practice Medicine and The Research Unit for General Practice, Department of Public Health, University of Copenhagen, Copenhagen, Denmark.
Objective: To explore core elements from Teachers' Relational Competence in general practice literature regarding building relationships in consultations, specifying actions doctors take to create and maintain relationship quality with patients. This systematic literature review aims to map and propose a similar framework for the doctor-patient relationship.
Background: The doctor-patient relationship, a well-researched yet complex field, often lacks clear descriptions.
"I Think the Teachers Should Really Connect More With the Students": The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled.
Youth Soc
October 2024
King's University College at Western University Canada, London, ON, Canada.
Article Synopsis
- The study aimed to explore the experiences of students who have faced disciplinary exclusion in Ontario, involving 15 students and 16 staff members.
- These students reported facing significant challenges, including violence, systemic racism, and inequities, which impacted their school experience.
- The research identified three main barriers to connection: unrecognized adversity, a fearful school environment, and insufficient resources, emphasizing the need for trauma-informed and culturally sensitive support approaches.
Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility.
F1000Res
February 2024
T A Pai Management Institute, Manipal Academy of Higher Education, Manipal, Udupi, Karnataka, 576104, India.
The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students' perspectives of newly emerged learning environment.
View Article and Find Full Text PDFAnimal-Assisted Education: Exploratory Research on the Positive Impact of Dogs on Behavioral and Emotional Outcomes of Elementary School Students.
Children (Basel)
July 2023
Department of Psychology and Education, Open University The Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands.
Article Synopsis
- Animal-assisted education (AAE) positively impacts the social and emotional development of elementary school students, especially when dogs are involved.
- A study using surveys and observations showed that students participating in AAE reported increased self-confidence and improved relationships with peers, while teachers noted enhancements in work attitude and behavior.
- The observational findings indicated that students' overall verbal and non-verbal communication improved, with the exception of eye contact, suggesting potential areas for further research and understanding of AAE's effectiveness.
Physical learning environments' supportiveness to innovative pedagogies: students' and teachers' experiences.
Learn Environ Res
November 2022
Eindhoven University of Technology, Eindhoven, The Netherlands.
Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers' and students' experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!