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Bullying in Students Who Stutter: The Role of the Quality of the Student-Teacher Relationship and Student's Social Status in the Peer Group

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Title: Bullying in Students Who Stutter: The Role of the Quality of the Student-Teacher Relationship and Student's Social Status in the Peer Group
Language: English
Authors: Berchiatti, Martina, Badenes-Ribera, Laura, Galiana, Laura, Ferrer, Antonio, Longobardi, Claudio
Source: Journal of School Violence. 2021 20(1):17-30.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Bullying, Stuttering, Teacher Student Relationship, Predictor Variables, Gender Differences, Social Status, At Risk Persons, Rejection (Psychology), Peer Relationship, Comparative Analysis, Elementary School Students, Correlation, Foreign Countries, Student Attitudes
Geographic Terms: Italy
DOI: 10.1080/15388220.2020.1812077
ISSN: 1538-8220
Abstract: Children who stutter are at risk of being excluded, rejected, or bullied at school because of their impairment. The aim of the current research is to assess the relationship between students and teachers and students' social status in their peer group and bullying dimensions in children who stutter. A total of 536 children -- 62 affected by stuttering and 474 in the control group -- participated in the study, with a mean age of 11.42 (SD = 1.55), and 50.2% of whom were male. Among the tested models, model 2 showed better fit with statistically significant relations: X[superscript 2] = 109.02, df = 38, p <0.01; CFI = 0.94; RMSEA = 0.06 [90% CI = 0.05, 0.07]; and, thus, it was retained as the best representation of the data. This study offers preliminary evidence about the role of the presence of stuttering in students as a predictor of bullying.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1282118
Database: ERIC
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  Data: Routledge. Available from: Taylor &amp; Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Children who stutter are at risk of being excluded, rejected, or bullied at school because of their impairment. The aim of the current research is to assess the relationship between students and teachers and students&#39; social status in their peer group and bullying dimensions in children who stutter. A total of 536 children -- 62 affected by stuttering and 474 in the control group -- participated in the study, with a mean age of 11.42 (SD = 1.55), and 50.2% of whom were male. Among the tested models, model 2 showed better fit with statistically significant relations: X[superscript 2] = 109.02, df = 38, p &lt;0.01; CFI = 0.94; RMSEA = 0.06 [90% CI = 0.05, 0.07]; and, thus, it was retained as the best representation of the data. This study offers preliminary evidence about the role of the presence of stuttering in students as a predictor of bullying.
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      – Text: English
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      Pagination:
        PageCount: 14
        StartPage: 17
    Subjects:
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Stuttering
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Gender Differences
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Italy
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      – TitleFull: Bullying in Students Who Stutter: The Role of the Quality of the Student-Teacher Relationship and Student's Social Status in the Peer Group
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