The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging
Autori
Kovačević Lepojević, MarinaTrajković, Marija
Mijatović, Luka
Popović-Ćitić, Branislava
Bukvić, Lidija
Kovačević, Milica
Marinković Paraušić , Ana
Radulović, Mladen
Članak u časopisu (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers’ disciplinary practices and bullying in school and students’ satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers’ disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linke...d to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers’ disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers’ negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers’ disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.
Ključne reči:
Behavior / Emotions / Human learning / Interpersonal relationships / Psychological attitudes / Schools / Sensory perception / TeachersIzvor:
PLOS ONE, 2024, 19, 5, e0303466-Finansiranje / projekti:
- The data collection was funded by the Council of Europe and the European Union within the project Promotion of Diversity and Equality in Serbia, Horizontal Facility for the Western Balkans and Turkey (Horizontal Facility II, 2019-2022),BH4674/2021/7
- nfo:eu-repo/grantAgreement/MESTD/inst-2020/200018/RS//
- Ministarstvo nauke, tehnološkog razvoja i inovacija Republike Srbije, institucionalno finansiranje - 200039 (Institut za kriminološka i sociološka istraživanja, Beograd) (RS-MESTD-inst-2020-200039)
URI
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0303466http://ipir.ipisr.org.rs/handle/123456789/1095
Institucija/grupa
IPITY - JOUR AU - Kovačević Lepojević, Marina AU - Trajković, Marija AU - Mijatović, Luka AU - Popović-Ćitić, Branislava AU - Bukvić, Lidija AU - Kovačević, Milica AU - Marinković Paraušić , Ana AU - Radulović, Mladen PY - 2024 UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0303466 UR - http://ipir.ipisr.org.rs/handle/123456789/1095 AB - An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers’ disciplinary practices and bullying in school and students’ satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers’ disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers’ disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers’ negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers’ disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices. T2 - PLOS ONE T1 - The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging IS - 5 SP - e0303466 VL - 19 DO - 10.1371/journal.pone.0303466 ER -
@article{ author = "Kovačević Lepojević, Marina and Trajković, Marija and Mijatović, Luka and Popović-Ćitić, Branislava and Bukvić, Lidija and Kovačević, Milica and Marinković Paraušić , Ana and Radulović, Mladen", year = "2024", abstract = "An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers’ disciplinary practices and bullying in school and students’ satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students’ Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers’ disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers’ disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers’ negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers’ disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.", journal = "PLOS ONE", title = "The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging", number = "5", pages = "e0303466", volume = "19", doi = "10.1371/journal.pone.0303466" }
Kovačević Lepojević, M., Trajković, M., Mijatović, L., Popović-Ćitić, B., Bukvić, L., Kovačević, M., Marinković Paraušić , A.,& Radulović, M.. (2024). The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging. in PLOS ONE, 19(5), e0303466. https://doi.org/10.1371/journal.pone.0303466
Kovačević Lepojević M, Trajković M, Mijatović L, Popović-Ćitić B, Bukvić L, Kovačević M, Marinković Paraušić A, Radulović M. The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging. in PLOS ONE. 2024;19(5):e0303466. doi:10.1371/journal.pone.0303466 .
Kovačević Lepojević, Marina, Trajković, Marija, Mijatović, Luka, Popović-Ćitić, Branislava, Bukvić, Lidija, Kovačević, Milica, Marinković Paraušić , Ana, Radulović, Mladen, "The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging" in PLOS ONE, 19, no. 5 (2024):e0303466, https://doi.org/10.1371/journal.pone.0303466 . .