Institute for Educational Research, Belgrade, Serbia.
University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia.
PLoS One. 2024 May 28;19(5):e0303466. doi: 10.1371/journal.pone.0303466. eCollection 2024.
An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers' disciplinary practices and bullying in school and students' satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students' Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers' disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers' disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers' negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers' disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.
权威的学校氛围，以及更多的教师支持和同学之间的温暖关系，通常与较少的校园欺凌有关。本文的主要目的是检验学生对教师纪律实践与学校欺凌以及学生对学校满意度之间直接关系的看法。通过学校归属感的中介作用和性别的调节作用来探索间接关系。高中学生（N=860，40.4%男生）在一个时间点上完成了特拉华州学校氛围调查、多维学生生活满意度量表和心理学校归属感量表。总的来说，教师的纪律实践对欺凌和对学校的满意度有显著的直接影响。积极的纪律（直接效应=.28，SE=.04）和 SEL 技术（直接效应=.22，SE=.04）仅与男生有关，而惩罚性技术与与性别无关的学校欺凌直接相关（b=.03，SE=.05）。同样，积极的纪律（直接效应=.27，SE=.08）和 SEL（直接效应=.21，SE=.08）技术对学校满意度的影响仅在男生中显著。惩罚性纪律技术与对学校的满意度之间没有直接关系。中介分析显示，教师纪律实践对依赖变量的间接影响通过学校归属感在女性中更强。教师通过惩罚性纪律实践进行消极示范会导致更多的欺凌行为。学校归属感可以作为与教师纪律实践对学校欺凌以及对学校满意度的负面影响相关的保护因素，尤其是在女性中。干预措施应侧重于培养学校归属感，同时发展积极的、针对特定性别的纪律实践。
