2012

Examining the Links Between School Climate and Student’s Experiences with Bullying

Trach, J., Lee, M.D., Groendal, R. Hymel, S., & Smith, J.D.

Poster presented at the 14th Society for Research on Adolescence Biennial Meeting, March 2012, Vancouver, BC, Canada.

Bullying is a social problem that impacts the entire school community, including children who are involved as bullies, victims, and bystanders. The present study investigated the degree to which elementary students’ gender, grade level, and perceptions of school climate predicted the frequency of their experiences with bullying. Results of a series of multiple regression analyses indicated that school climate predicted a significant and substantial proportion of variance in elementary students’ experiences with bullying, with the diverse aspects of school climate differentially impacting students’ self-reported bullying experiences.

Teach Your Children Well: The effects of teacher support and self-efficacy on school bonding

Lee, M.D., Dolente, L., Moore, J., Hymel, S. & Smith, J.D.

Poster presented at the 2012 Annual Convention of the National Association for School Psychologists, Philadelphia, PA, U.S.A.

A growing body of research has demonstrated the importance of school bonding, but little is known about the processes that contribute to it. This poster presentation displayed results from an examination of the degree to which teacher support and teacher social emotional self-efficacy predicted student ratings of school bonding. Results from multi-level modeling revealed significant variability in ratings of school bonding across classes. Teacher support was predictive of school bonding for both boys and girls, and teacher self-efficacy predicted school bonding for girls.