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Disciplinary Structure and Teacher Support in Chinese and Canadian Schools: Examining How Authoritative Disciplinary Practices Protect Youth Involved in Bullying at School

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Title: Disciplinary Structure and Teacher Support in Chinese and Canadian Schools: Examining How Authoritative Disciplinary Practices Protect Youth Involved in Bullying at School
Language: English
Authors: Kim, Samuel, Spadafora, Natalie, Craig, Wendy, Volk, Anthony A., Zhang, Li
Source: School Mental Health. Sep 2021 13(3):501-517.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Elementary Secondary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
Grade 7
Junior High Schools
Grade 8
Grade 9
High Schools
Descriptors: Foreign Countries, Bullying, Discipline, Classroom Environment, Victims, Teacher Student Relationship, Well Being, Emotional Problems, Elementary School Students, Secondary School Students, Cross Cultural Studies, Cultural Differences, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9
Geographic Terms: China, Canada
DOI: 10.1007/s12310-021-09431-z
ISSN: 1866-2625
Abstract: Bullying is a peer relational problem that can inflict psychological harm onto both those who are victimized and those who witness it occur. Fostering a positive classroom environment is an important protective factor in preventing bullying. Authoritative classroom climates may protect victimized and bystander youth from negative mental health outcomes associated with bullying involvement. The current study examined how dimensions of authoritative classrooms -- disciplinary structure and teacher support -- moderate the relationship between bullying involvement (e.g., victimization, witnessing) and students' psychological functioning (e.g., psychosocial wellbeing, emotional problems). We explored how authoritative classroom climate may protect victimized and bystander youth across different cultural contexts. Multilevel regression analyses were conducted on two separate samples of youth, from China (2,395 students in grades 5-9, from 58 classrooms across 5 schools), and Canada (538 students in grades 5-8, from 31 classrooms across 5 schools). Findings indicated that both victimization and witnessing were associated with lower psychosocial wellbeing and higher levels of emotional problems among Chinese and Canadian youth. For Chinese youth, witnessing was less strongly associated with lower psychosocial wellbeing in classrooms with higher disciplinary structure. In contrast, witnessing was more strongly related to emotional problems and lower psychosocial wellbeing in Chinese classrooms with higher teacher support. Collectively, these findings suggest that bullying negatively affects the mental health of the broader school community across both Chinese and Canadian contexts. In more collectivist cultures, promoting classroom climates that regulate student's behaviors by enforcing discipline fairly and consistently may help lower distress among students who witness bullying.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1309312
Database: ERIC
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  Data: Disciplinary Structure and Teacher Support in Chinese and Canadian Schools: Examining How Authoritative Disciplinary Practices Protect Youth Involved in Bullying at School
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  Data: <searchLink fieldCode="AR" term="%22Kim%2C+Samuel%22">Kim, Samuel</searchLink><br /><searchLink fieldCode="AR" term="%22Spadafora%2C+Natalie%22">Spadafora, Natalie</searchLink><br /><searchLink fieldCode="AR" term="%22Craig%2C+Wendy%22">Craig, Wendy</searchLink><br /><searchLink fieldCode="AR" term="%22Volk%2C+Anthony+A%2E%22">Volk, Anthony A.</searchLink><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Li%22">Zhang, Li</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Mental+Health%22"><i>School Mental Health</i></searchLink>. Sep 2021 13(3):501-517.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 17
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Victims%22">Victims</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Problems%22">Emotional Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1007/s12310-021-09431-z
– Name: ISSN
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  Data: 1866-2625
– Name: Abstract
  Label: Abstract
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  Data: Bullying is a peer relational problem that can inflict psychological harm onto both those who are victimized and those who witness it occur. Fostering a positive classroom environment is an important protective factor in preventing bullying. Authoritative classroom climates may protect victimized and bystander youth from negative mental health outcomes associated with bullying involvement. The current study examined how dimensions of authoritative classrooms -- disciplinary structure and teacher support -- moderate the relationship between bullying involvement (e.g., victimization, witnessing) and students' psychological functioning (e.g., psychosocial wellbeing, emotional problems). We explored how authoritative classroom climate may protect victimized and bystander youth across different cultural contexts. Multilevel regression analyses were conducted on two separate samples of youth, from China (2,395 students in grades 5-9, from 58 classrooms across 5 schools), and Canada (538 students in grades 5-8, from 31 classrooms across 5 schools). Findings indicated that both victimization and witnessing were associated with lower psychosocial wellbeing and higher levels of emotional problems among Chinese and Canadian youth. For Chinese youth, witnessing was less strongly associated with lower psychosocial wellbeing in classrooms with higher disciplinary structure. In contrast, witnessing was more strongly related to emotional problems and lower psychosocial wellbeing in Chinese classrooms with higher teacher support. Collectively, these findings suggest that bullying negatively affects the mental health of the broader school community across both Chinese and Canadian contexts. In more collectivist cultures, promoting classroom climates that regulate student's behaviors by enforcing discipline fairly and consistently may help lower distress among students who witness bullying.
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  Data: 2021
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1309312
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