Gils, Fleur Elisabeth van  <br/><br/>
Teachers' bullying-related cognitions as predictors of their responses to bullying among students   (Journal Article) 

 - UK   : John Wiley and Sons Ltd  , June 2023 
 - 513-530p. 
 - British Journal of Educational Psychology  , Volume 93, Part 2, June 2023 .
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<br/><br/> Abstract:<br/>Background<br/>Teachers may play a key role in reducing bullying by responding to incidents among students. Inspired by the theory of planned behaviour, several studies have investigated teachers' bullying-related cognitions as predictors of their responses to bullying.<br/><br/>Aims<br/>This study investigated whether six teachers' bullying-related cognitions (i.e., perceived seriousness, empathy, attitudes, self-efficacy and attribution of the bullying) predicted five student-perceived teachers' responses (i.e., Non-Intervention, Disciplinary Methods, Victim Support, Mediation and Group Discussion) over time. By examining this objective, more insight into student perceptions of teachers' responses to bullying could also be provided. 
<br/><br/><label>ISSN: </label>0007-0998 
<br/><br/><label>Subjects--Topical Terms: </label><br/>bullying| elementary education| longitudinal design| multilevel| student perceived teachers' response| teachers'' bullying related cognitions