Banzon-Librojo Lorelie Ann, Garabiles Melissa R, Alampay Liane Peña
Department of Psychology, Ateneo de Manila University, Katipunan Avenue, Loyola Heights, Quezon City, 1108, Philippines.
Department of Psychology, Ateneo de Manila University, Katipunan Avenue, Loyola Heights, Quezon City, 1108, Philippines.
J Adolesc. 2017 Jun;57:18-22. doi: 10.1016/j.adolescence.2017.03.001. Epub 2017 Mar 14.
This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying.
本研究调查了菲律宾一所高中教师的严厉管教经历与学生受欺凌受害经历之间的关系。受访者为菲律宾一所城市公立学校的401名高一至高二的学生。使用结构方程模型，对一个假设模型进行了测试，该模型假设严厉管教与欺凌受害之间存在直接关联，以及一条通过学生对教师支持的感知的间接路径。数据与模型拟合良好，结果表明教师的严厉管教经历预示着更高的欺凌受害率以及学生对教师支持的负面看法。不存在显著的间接影响。研究结果表明，学校的纪律策略可能会对学生的行为和人际关系产生影响，凸显了教师在树立和设定可接受行为规范方面的作用。未来的研究可以进一步探讨教师的严厉或积极管教行为与欺凌之间的关系。
