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- W2021640887 abstract "The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%), victims (3.0%), bully-victims (9.4%), and typical students (77.8%). There was a significant association between academic tracking and group membership. Students from the school with the lowest academic performance had a greater chance of being victims and bully-victims. Longitudinal data showed that all 4 groups tended to report less victimization over the years. The victims and the typical students also had a tendency to report less bullying over the years, but this tendency was reversed for bullies and bully-victims. Perceived support from teachers for relatedness significantly predicted membership of the groups of bullies and victims. Students with higher perceived support for relatedness from their teachers had a significantly lower likelihood of being bullies or victims. The findings have implications for the theory and practice of preventive interventions in school bullying." @default.
- W2021640887 created "2016-06-24" @default.
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- W2021640887 date "2015-03-01" @default.
- W2021640887 modified "2023-10-06" @default.
- W2021640887 title "A latent class growth analysis of school bullying and its social context: The self-determination theory perspective." @default.
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- W2021640887 doi "https://doi.org/10.1037/spq0000067" @default.
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