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Exploring the Impact of Multiple Predictors on Teachers' Willingness to Intervene in Relational Bullying: The Moderating Role of Victim-Blaming Tendency.
- Source :
- Journal of School Violence; Jul-Sep2024, Vol. 23 Issue 3, p363-375, 13p
- Publication Year :
- 2024
-
Abstract
- This study examined how normative beliefs, identification scores, perceived severity, self-efficacy in intervention, and victim-blaming tendencies impact teachers' willingness to intervene in relational bullying. Two groups of Taiwanese teachers (145 and 541 participants) completed self-developed questionnaires. Reliability and validity were assessed using Rasch analysis for the first group, while the second group's data were analyzed through hierarchical multiple regression. The results indicated that normative beliefs, perceived severity, victim-blaming tendencies, and self-efficacy significantly predicted teachers' willingness to intervene. Additionally, victim-blaming tendencies moderated the relationship between intervention efficacy and willingness. Specifically, under conditions of low self-efficacy, a high victim-blaming tendency led to a significantly reduced willingness to intervene. This study underscores the importance of improving teachers' awareness and skills in addressing relational bullying. [ABSTRACT FROM AUTHOR]
- Subjects :
- TEACHER education
PSYCHOLOGY of teachers
VICTIM psychology
SELF-efficacy
PREDICTION models
DATA analysis
RESEARCH funding
QUESTIONNAIRES
RESEARCH evaluation
MULTIPLE regression analysis
ANALYTIC hierarchy process
AGGRESSION (Psychology)
SCHOOL violence
BULLYING
RESEARCH
STATISTICS
ABILITY
COLLEGE teacher attitudes
TEACHER-student relationships
TRAINING
Subjects
Details
- Language :
- English
- ISSN :
- 15388220
- Volume :
- 23
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Journal of School Violence
- Publication Type :
- Academic Journal
- Accession number :
- 177561716
- Full Text :
- https://doi.org/10.1080/15388220.2023.2299984