ABSTRACT
Despite the importance of understanding teacher empowerment and silence to help address issues of teacher shortage and well-being and improve school-based consultation, research on the topic has been understudied and undertheorized, particularly for new teachers. To fill this research gap, we carried out a constructivist grounded theory-based qualitative exploration of factors that contribute to new teachers' empowerment and silence during the COVID-19 pandemic among a sample of 24 first-year new teachers from a large and diverse urban school district in northern California. The findings identified different sets of psychological and social-structural factors contributing to new teachers' empowerment and silence, respectively. Factors contributing to empowerment included autonomy and a sense of accomplishment in the psychological domain and support, appreciation or being acknowledged, and shared beliefs in the social-structural domain. Factors contributing to silence included a lack of self-efficacy in the psychological domain and being limited in the decision-making process, a lack of connected and safe space, and a lack of knowledge of unwritten school norms and procedures in the social-structural domain. Findings suggest that empowerment and silence might be dual-factor constructs driven by different sets of factors that do not fully mirror each other. Findings provided important theoretical and practical implications for creating psychological and social-structural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in providing consultation services with new teachers as their consultees, and creating safe and connected spaces for sharing voices among new teachers with diverse backgrounds. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
ABSTRACT
Although the effect of media violence on aggression has garnered major attention, little is known about the link between bullying-related media exposure and bullying behaviors. Across three studies, we examined this association among Chinese adolescents. Study 1 used a large sample of adolescents (n=10,391, 51.4% boys) to investigate the link between bullying-related media exposure and bullying perpetration. Using another adolescent sample (n=3,125, 49.5% boys), Study 2 replicated the findings from Study 1 and extended the investigation from traditional bullying to cyberbullying perpetration. Study 3 examined the longitudinal associations between bullying-related media exposure and (cyber)bullying perpetration 6 months later (n = 2,744, 47.0% boys). The results suggested a positive, albeit small, association between exposure to bullying-related media and (cyber)bullying perpetration. Importantly, personal anti-bullying attitudes moderated this link, with a significant association observed among adolescents holding weak anti-bullying attitudes. Findings are discussed with respect to the media's effect on bullying behaviors.
ABSTRACT
Existing theories and empirical studies have evidenced the association between bullying victimization and bullying perpetration. However, it is still unclear what factors mitigate or alter this risk linkage between bullying victimization and bullying perpetration to reduce bullying incidents. Guided by the social-ecological theory, this study used a longitudinal design to examine the moderating role of school climate in the association between bullying victimization and bullying perpetration at both the within-person and between-person levels among Chinese adolescents across a 1-year period. Participants included 2,997 Chinese adolescents (Mage = 14.9, 49.7% male) from 5 secondary schools. Results suggested that students who experienced high levels of bullying victimization were also involved in high levels of bullying perpetration over time (i.e., the positive within-person effect of bullying victimization on bullying perpetration). Results also showed that the between-person level of perceived school climate interacted with the within-person level of bullying victimization to predict the within-person level of bullying perpetration (i.e., cross-level effects). More specifically, the magnitude of the positive association between bullying victimization and bullying perpetration at the within-person level was mitigated among students with higher perceptions of school climate at the between-person level. Findings of the study highlighted the causal effect of bullying victimization on bullying perpetration and the buffering role of perceived school climate in the longitudinal association between bullying victimization and perpetration, which was consistent with the risk-buffering model but not the healthy context paradox hypothesis. Furthermore, the findings provided implications for bullying prevention and intervention services by using multitiered systems of support in bullying prevention efforts and highlights the need for promoting positive school climate.