Prevention of school bullying: The important role of autonomy‐supportive teaching and internalization of pro‐social values

Guy Roth · Yaniv Kanat‐Maymon · Uri Bibi

98 citations0/0 files storedBritish Journal of Educational Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Bullying, Victimization, and Aggression Early Childhood Education and Development Motivation and Self-Concept in Sports

Abstract

BACKGROUND: This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. AIMS: We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified internalization of considerateness towards classmates, and would relate negatively to external regulation (considerateness to obtain rewards or avoid punishments); (2) students' identified regulation would relate negatively to self-reported bullying in class, whereas external regulation would relate positively to bullying; and (3) the relation between teachers' AST and student bullying would be mediated by students' identification with the value of considerateness towards others. SAMPLE: The sample consisted of 725 junior high school students (50% females) in Grades 7 and 8 from 27 classes in four schools serving students from lower-middle to middle-class socioeconomic backgrounds. METHOD: The participants completed questionnaires assessing the variables of interest. RESULTS: Correlational analysis supported the hypotheses. Moreover, mediational analyses using hierarchical linear modelling (HLM) demonstrated that identified regulation mediates the negative relation between AST and self-reported bullying in class. The mediational hypothesis was supported at the between-class level and at the within-class level. CONCLUSIONS: The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy-supportive practices focusing on students' meaningful internalization.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 98 citations exist upstream.

References

2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.1985Intrinsic Motivation and Self-Determination in Human Behavior 1988Intrinsic Motivation and Self-Determination in Human Behavior 1999A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.1994Bullying at school: what we know and what we can do 1989Perceived locus of causality and internalization: Examining reasons for acting in two domains.1989Perceived locus of causality and internalization: Examining reasons for acting in two domains.2008Facilitating optimal motivation and psychological well-being across life's domains.

Cited by

2016Perceived Parenting and Adolescent Cyber-Bullying: Examining the Intervening Role of Autonomy and Relatedness Need Satisfaction, Empathic Concern and Recognition of Humanness 2019Cultivating teacher thriving through social–emotional competence and its development 2012Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program 2016Antecedents of Need Supportive and Controlling Interpersonal Styles From a Self-Determination Theory Perspective: A Review and Implications for Sport Psychology Research

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.