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10. School Climate and Bullying Bystander Responses in Middle and High School

Author

Waasdorp, Tracy Evian, Fu, Rui, Clary, Laura K., and Bradshaw, Catherine P.

Abstract

Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point. [This paper was published in "Journal of Applied Developmental Psychology" v80 Article 101412 2022.]

Published
2022
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22. Social, Academic, and Psychological Characteristics of Peer Groups in Chinese Children: Same-Domain and Cross-Domain Effects on Individual Development

Author

Liu, Mengting, Chen, Xinyin, Fu, Rui, Li, Dan, and Liu, Junsheng

Abstract

The primary purpose of the present study was to examine the contributions of social, academic, and psychological characteristics of peer groups to individual development in the same and different domains in Chinese children. Participants included 1,864 elementary school students (945 boys, M[subscript age] = 11 years) in China. One-year longitudinal data on social competence, academic functioning, and psychological problems were obtained from peer nominations, teacher ratings, school records, and self-reports. Multilevel structural equation modeling analysis showed that group-level social competence, academic performance, and psychological problems had significant same-domain effects on later individual outcomes. Moreover, group-level social competence had a positive cross-domain effect on later individual academic performance and a negative cross-domain effect on later individual psychological problems. Group academic performance had a positive cross-domain effect on later individual social competence, and group psychological problems had a negative cross-domain effect on later individual social competence. The results suggest that affiliation with peer groups, particularly socially competent groups, may have pervasive implications for children's performance and adjustment from a developmental perspective.

Published
2023
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34. Social Reading Behavior of Rural Residents Based on the 'Motivation-Behavior' Framework Factors and Pathways of Influence

Author

FU Rui

Subjects
social reading, rural residents, immersion experience, perceived usefulness, potential performance, Bibliography. Library science. Information resources, Agriculture
Abstract

[Purpose/Significance] With the continuous development of modern society towards information, intelligence, and networking, a new reading mode - social reading- is widely accepted by people. In order to explore the specific influence of the social reading motivation of rural residents on their behavior, and to clarify the characteristics of their social reading behavior, and then to provide guidance for the revitalization of rural reading promotion service, we have constructed a dual-link model of social reading motivation with intrinsic motivation and social motivation. [Methods/Processes] Research shows that farmers' social motivation for reading can be divided into intrinsic motivation and social motivation. Intrinsic motivation includes reading efficacy, pursuit of excellence, and emotional expression, while social motivation includes social interaction and gaining recognition. Within the framework of "motivation-behavior", we constructed a dual-link model of social reading motivation with intrinsic motivation and social motivation, and introduced potential expressiveness as a moderating variable in the pathway of interactive behaviors. Data were collected from rural residents in some areas of Heilongjiang Province by the questionnaire survey method, and 447 questionnaire samples were empirically tested by AMOS. [Results/Conclusions] The intrinsic motivation represented by reading efficacy, emotional expression, and pursuit of excellence had a positive effect on immersion experience, and the social motivation represented by social interaction and gaining recognition had a positive effect on perceived usefulness, while immersion experience and perceived usefulness positively influenced socialized reading behavior; potential schematic competence played a moderating role in the interactive influence of immersion experience and socialized reading behavior, while perceived usefulness did not play a significant role in the interaction between immersion experience and social reading behavior. Based on the results of this study, we propose recommendations for promoting social reading in terms of emotional expression, social interaction and potential schematic energy mining. To stimulate intrinsic motivation through the chain of emotional communication, emotional expression, and emotional resonance. The entity represents user characteristics obtained through the analysis of user behavior such as consumption, browsing, and querying based on user profiles, and opens up a data presentation model centered on the user, thereby enhancing the user's immersive reading experience. Social motivation can be enhanced by catering to users' habits. For example, farmers can drive social reading through interactive behaviors such as liking, sharing, and commenting.

Published
2023
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