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The relationship between levels of perceived respect and bullying in 5th though 12th graders.

Langdon, Susan W.
June 4, 2015

Source: (2008) Adolescence. 43(171):485-503.

There are several avenues of inquiry that seek to understand and ameliorate
the problem of bullying in schools, including the strategy of fostering respect.
To date, however, there is little empirical literature testing the presumed
relationship between respect |and bullying. This study examined this relationship
with surveys {N = 3,147) and interviews (N = 315) administered to 5th
through 12th grade students in 26 public schools. Surveys assessed perceptions
of respect from adults, respect from peers, and frequency ratings of observed
and experienced bullying. Analyses indicated that perceived levels of respect
were moderate overall and varied greatly by school and demographics. Approximately 15% of students reported that they observed physical bullying at least
weekly and 12% said they were picked on daily. Demographically, males, minorities,
9th and 10th graders, and non-college bound students perceived significantly
lower levels of adult and peer respect and higher amounts of buUjdng
relative to comparative groups. Levels of respect significantly predicted frequency
of bullying in a regression. Interviews indicated that, contrary to common
belief, bullies were the popular students. This study highlights the
importance of respect in understanding and improving the socioemotional and
physical experience of students. (excerpt)


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