School moral atmosphere and normative orientation to explain aggressive and transgressive behaviours at secondary school

Foà, Chiara; Brugman, Daniël; Mancini, Tiziana

doi:10.1080/03057240.2011.652520

Cited by 14 publications

(6 citation statements)

References 27 publications

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“…What these studies suggest is that group factors seem to be more predictive of HB than individual factors do (Birkett & Espelage, 2015), especially for adolescent males (Espelage, Basile, Leemis, Hipp, & Davis, 2018). Similarly, values and norms that regulate informal social relationships within a school, and the extent to which students share these values and norms with each other, have been found to affect students' behavior and their attitudes towards schoolmates (Foà, Brugman, & Mancini, 2012). Factors related to school climate, such as sense of belonging to the school community and school connectedness, are believed to be protective in the face of general as well as homophobic bullying (Diaz, Kosciw, & Greytak, 2010;Espelage et al, 2019).…”

Section: School-level Factors Supporting Homophobic Bullyingmentioning

confidence: 93%

The Impact of Personal Values, Gender Stereotypes, and School Climate on Homophobic Bullying: a Multilevel Analysis

et al. 2020

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Introduction Schools are among the most homophobic social contexts, where students who do not conform to gender norms are at high risk of stigma and discrimination. Method Using a multilevel approach, the aim of the current was to examine whether adolescents' engagement in homophobic bullying behavior was associated with personal values and stereotyped victim-blaming attributions at individual level, and perceptions of school as a community and frequency of teachers' reaction to bullying incidents at classroom level. Data were collected in 2010. The sample consisted of 2718 Italian middle and high school students (53.2% females; mean age = 15.36, SD = .85) from 144 classrooms. Results Results showed that self-transcendence values reduced the risk of engaging in homophobic bullying, whereas both selfenhancement values and stereotyped victim-blaming attributions were positively associated with homophobic bullying. At classroom level, only negative perceptions of school as a community had a unique positive contribution on homophobic bullying, over and above other individual and contextual factors. Two cross-level interactions were found, indicating that selftranscendence values had a significant effect in decreasing homophobic bullying in classrooms where teacher support was perceived as low, whereas stereotyped victim-blaming attributions had a significant effect in increasing homophobic bullying in classrooms where teacher support was perceived as high. Conclusion These findings provide further support to the social-ecological perspective as a useful guiding framework for understanding the complexity of factors predicting homophobic bullying. Policy Implications Efforts should be made to develop clear anti-bullying school policies explicitly dealing with the issue of homophobic bullying.

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Section: School-level Factors Supporting Homophobic Bullyingmentioning

confidence: 93%

The Impact of Personal Values, Gender Stereotypes, and School Climate on Homophobic Bullying: a Multilevel Analysis

et al. 2020

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“…Such research is particularly relevant from the perspective of moral socialization ( Grusec et al, 2014 ) as we may assume that peers and teachers, for example, do not only independently impact children's and adolescents' moral development and behavior but may have conjoint or synergistic effects on both ( Ettekal et al, 2015 ). Research often includes conceptualizations and assessments of climate and culture, which inherently involve moral aspects, like the authoritative school climate discussed previously ( Cornell et al, 2015 ), or moral norms and values as encompassed in the concept of moral atmosphere ( Foà et al, 2012 ). Thornberg et al (2017 ), for example, investigated the relationship between class relational climate and class moral disengagement in bullying on the one hand and self-reported peer victimization on the other hand in a sample of 1,899 elementary schoolchildren aged 9 to 13 years from 43 classrooms.…”

Section: The Social Ecology Of the Schoolmentioning

confidence: 99%

The Moral Dimensions of Bullying at School

Gutzwiller-Helfenfinger¹,

Perren²

2022

Handbook of Moral Development

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“…La disciplina debe ser un tema y un esfuerzo colectivo. Foà et al (2012) atribuyen la aparición de comportamientos agresivos al reflejo de una "distribución contextual de las normas sociales, con dos tipos de conducta, transgresora y agresora, que pueden ser prevenidas si se conduce a los jóvenes con una actitud positiva para someterse a ellas, otorgando legitimidad a la autoridad escolar" (p. 17). La conducta agresora excede las normas sociales, criterios morales e institucionales de control social a sabiendas, desafiando a la autoridad e incitando la expresión de violencia injustificada y tendiente al mal.…”

Section: Ambiente Escolarunclassified

Calidad del ambiente y calidad de la conducta según alumnos de tercer ciclo de dos colegios privados salvadoreños

Figueroa¹

2020

RIEE

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Esta investigación, de abordaje cuantitativo y diseño descriptivo y correlacional, analizó la relación entre la percepción del grado de calidad del ambiente escolar, familiar, social y religioso y el grado de calidad de la conducta autopercibida de 158 estudiantes de tercer ciclo de educación básica de dos colegios privados salvadoreños. Los resultados del estudio muestran que la calidad percibida de los ambientes sociales, familiares, religiosos y escolares es predictora significativa de la calidad de la conducta autopercibida. Se encontró también que en el caso de las mujeres los predictores más significativos fueron el ambiente religioso y el ambiente social, mientras que en los hombres los principales ambientes predictores de la conducta fueron los ambientes familiar y social.

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School moral atmosphere and normative orientation to explain aggressive and transgressive behaviours at secondary school

Cited by 14 publications

References 27 publications

The Impact of Personal Values, Gender Stereotypes, and School Climate on Homophobic Bullying: a Multilevel Analysis

The Impact of Personal Values, Gender Stereotypes, and School Climate on Homophobic Bullying: a Multilevel Analysis

The Moral Dimensions of Bullying at School

Calidad del ambiente y calidad de la conducta según alumnos de tercer ciclo de dos colegios privados salvadoreños

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