01683nam a22002057a 4500 20240115101042.0 240112b ||||| |||| 00| 0 eng d 0007-0998 Gils, Fleur Elisabeth van 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 ***______{For Hard Copy, Please visit Library.}________*** Abstract: Background 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. Aims 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. bullying| elementary education| longitudinal design| multilevel| student perceived teachers' response| teachers'' bullying related cognitions Verschueren, Karine | Demol, Karlien | Bokkel, Isabel Maria ten | Colpin, Hilde https://doi.org/10.1111/bjep.12574 PER 0 0 0 0 RIEBPL RIEBPL 2024-01-15 0 2024-01-15 00:00:00 2024-01-15 PER 45171 45170