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School Collective Efficacy and Bullying Behaviour: A Multilevel Study

Author

Listed:
  • Gabriella Olsson

    (Centre for Health Equity Studies, Stockholm University/Karolinska Institutet, Gabriella Olsson 10691, Sweden)

  • Sara Brolin Låftman

    (Centre for Health Equity Studies, Stockholm University/Karolinska Institutet, Gabriella Olsson 10691, Sweden)

  • Bitte Modin

    (Centre for Health Equity Studies, Stockholm University/Karolinska Institutet, Gabriella Olsson 10691, Sweden)

Abstract

As with other forms of violent behaviour, bullying is the result of multiple influences acting on different societal levels. Yet the majority of studies on bullying focus primarily on the characteristics of individual bullies and bullied. Fewer studies have explored how the characteristics of central contexts in young people’s lives are related to bullying behaviour over and above the influence of individual-level characteristics. This study explores how teacher-rated school collective efficacy is related to student-reported bullying behaviour (traditional and cyberbullying victimization and perpetration). A central focus is to explore if school collective efficacy is related similarly to both traditional bullying and cyberbullying. Analyses are based on combined information from two independent data collections conducted in 2016 among 11th grade students ( n = 6067) and teachers ( n = 1251) in 58 upper secondary schools in Stockholm. The statistical method used is multilevel modelling, estimating two-level binary logistic regression models. The results demonstrate statistically significant between-school differences in all outcomes, except traditional bullying perpetration. Strong school collective efficacy is related to less traditional bullying perpetration and less cyberbullying victimization and perpetration, indicating that collective norm regulation and school social cohesion may contribute to reducing the occurrence of bullying.

Suggested Citation

  • Gabriella Olsson & Sara Brolin Låftman & Bitte Modin, 2017. "School Collective Efficacy and Bullying Behaviour: A Multilevel Study," IJERPH, MDPI, vol. 14(12), pages 1-12, December.
    • Handle: RePEc:gam:jijerp:v:14:y:2017:i:12:p:1607-:d:123634
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    Citations

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    Cited by:

    1. Sara B. Låftman & Susanne Alm & Julia Sandahl & Bitte Modin, 2018. "Future Orientation among Students Exposed to School Bullying and Cyberbullying Victimization," IJERPH, MDPI, vol. 15(4), pages 1-12, March.
    2. Ana Carolina Reyes-Rodríguez & Angel Alberto Valdés-Cuervo & Lizeth Guadalupe Parra-Pérez & Fernanda Inéz García-Vázquez & Gisela Margarita Torres-Acuña, 2021. "Evaluating Psychometric Properties of the New Teachers’ Perceptions of Collective Efficacy to Handle Bullying Scale (TCEB)," IJERPH, MDPI, vol. 18(21), pages 1-13, October.
    3. Víctor Arufe-Giráldez & Félix Zurita-Ortega & Rosario Padial-Ruz & Manuel Castro-Sánchez, 2019. "Association between Level of Empathy, Attitude towards Physical Education and Victimization in Adolescents: A Multi-Group Structural Equation Analysis," IJERPH, MDPI, vol. 16(13), pages 1-13, July.
    4. Jessica Ortega-Barón & Sofía Buelga & Ester Ayllón & Belén Martínez-Ferrer & María-Jesús Cava, 2019. "Effects of Intervention Program Prev@cib on Traditional Bullying and Cyberbullying," IJERPH, MDPI, vol. 16(4), pages 1-13, February.

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