dc.creator | Kovačević-Lepojević, Marina | |
dc.creator | Popović-Ćitić, Branislava | |
dc.creator | Bukvić Branković, Lidija | |
dc.creator | Stojanović, Marija | |
dc.date.accessioned | 2022-10-25T11:12:59Z | |
dc.date.available | 2022-10-25T11:12:59Z | |
dc.date.issued | 2022 | |
dc.identifier.isbn | 978-86-6427-234-6 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/840 | |
dc.description.abstract | The extent to which SEL (socio-emotional learning) techniques were provided in schools
as well as the level of students’ SEL skills is frequently examined in relation to different
aspects of negative aspects of school climate (e.g. school bullying). Students (N=860,
40.4% male students) completed Delaware School Climate Survey scales at a single time
point. The aim of this paper is to identify use of positive, punitive, and social-emotional
disciplinary techniques, students’ SEL skills and its’ effects on school bullying.
Additionally, mediation of disciplinary techniques in relation of students’ SEL skills and
school bullying is explored. Research results are summarized as follows. Female students
scored higher for Student SEL Skills (F [211.87] = 8.36, p = .004, η2 =.01), SEL
techniques (F [156.30] = 4.35, p = .037, η2 =.005) and Bullying at School (F [106.59]
=9.05, p < .003, η2 =.01). Age, gender, SEL Punitive and Positive Techniques explained
33% variance in Bullying at School. Teachers’ punitive disciplinary practice (β = .55, p
<.001) positively predicted bullying at school, while SEL teaching practice negatively
predicted bullying at school (β = - .24, p <.001). Full mediation of the link between
students’ SEL skills and school bullying by all three teachers’ disciplinary practice is
found (total indirect effect z = - 4.315, p < .001). Positive youth development (PYD)
perspective supports minimizing punitive disciplinary practice at school, and maximizing
SEL techniques in order to develop students’ SEL skills and prevent bullying. | sr |
dc.language.iso | en | sr |
dc.publisher | Belgrade : Faculty of Philosophy, University of Belgrade | sr |
dc.rights | openAccess | sr |
dc.source | Dialogue, diversity and interdisciplinarity in the field of learning and instruction | sr |
dc.subject | students | |
dc.subject | skills | |
dc.subject | youth development | |
dc.title | Students’ sel skills, disciplinary practices and bulliyng: relevance for positive youth development | sr |
dc.type | conferenceObject | sr |
dc.rights.license | ARR | sr |
dc.citation.epage | 55 | |
dc.citation.spage | 55 | |
dc.description.other | Book of abstracts: SIG 10, 21 & 25 Conference 2022 | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2579/Dialogue_diversity_and_interdisciplinarity_in_the_field_of_learning_and_instruction_2022.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_840 | |
dc.type.version | publishedVersion | sr |