Bullying in Italian schools: The role of perceived teacher unfairness

Massimo Santinello, Alessio Vieno, Roberto De Vogli

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data were taken from the "Health Behaviour in School Aged Children" project, a cross-sectional survey investigating health behaviours among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher unfairness and others confounding factors were measured through a selfadministered questionnaire filled out by a representative sample of 4,386 (48.4% males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics, socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness showed a significant association with being a bully (OR= 1.59; CI=1.40-1.80) and a bully or victim (OR=1.47; CI=1.21-1.78). This relationship remained significant after additional adjustment for several potential confounding factors. Results show that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying behaviour among early adolescents.

Original languageEnglish (US)
Pages (from-to)235-246
Number of pages12
JournalEuropean Journal of Psychology of Education
Volume26
Issue number2
DOIs
StatePublished - Jun 2011
Externally publishedYes

Fingerprint

Bullying
exclusion
teacher
health behavior
school
Health Behavior
adolescent
psychological factors
social status
Social Class
questionnaire
gender
Cross-Sectional Studies
Demography
Students
Psychology
performance
student

Keywords

  • Adolescence
  • Risk factors
  • Social justice
  • Unfairness
  • Violence

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Bullying in Italian schools : The role of perceived teacher unfairness. / Santinello, Massimo; Vieno, Alessio; De Vogli, Roberto.

In: European Journal of Psychology of Education, Vol. 26, No. 2, 06.2011, p. 235-246.

Research output: Contribution to journalArticle

Santinello, Massimo ; Vieno, Alessio ; De Vogli, Roberto. / Bullying in Italian schools : The role of perceived teacher unfairness. In: European Journal of Psychology of Education. 2011 ; Vol. 26, No. 2. pp. 235-246.
@article{713670e6b85247779f5b08ca412dedf1,
title = "Bullying in Italian schools: The role of perceived teacher unfairness",
abstract = "The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data were taken from the {"}Health Behaviour in School Aged Children{"} project, a cross-sectional survey investigating health behaviours among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher unfairness and others confounding factors were measured through a selfadministered questionnaire filled out by a representative sample of 4,386 (48.4{\%} males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics, socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness showed a significant association with being a bully (OR= 1.59; CI=1.40-1.80) and a bully or victim (OR=1.47; CI=1.21-1.78). This relationship remained significant after additional adjustment for several potential confounding factors. Results show that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying behaviour among early adolescents.",
keywords = "Adolescence, Risk factors, Social justice, Unfairness, Violence",
author = "Massimo Santinello and Alessio Vieno and {De Vogli}, Roberto",
year = "2011",
month = "6",
doi = "10.1007/s10212-010-0050-5",
language = "English (US)",
volume = "26",
pages = "235--246",
journal = "European Journal of Psychology of Education",
issn = "0256-2928",
publisher = "Springer Netherlands",
number = "2",

}

TY - JOUR

T1 - Bullying in Italian schools

T2 - The role of perceived teacher unfairness

AU - Santinello, Massimo

AU - Vieno, Alessio

AU - De Vogli, Roberto

PY - 2011/6

Y1 - 2011/6

N2 - The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data were taken from the "Health Behaviour in School Aged Children" project, a cross-sectional survey investigating health behaviours among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher unfairness and others confounding factors were measured through a selfadministered questionnaire filled out by a representative sample of 4,386 (48.4% males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics, socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness showed a significant association with being a bully (OR= 1.59; CI=1.40-1.80) and a bully or victim (OR=1.47; CI=1.21-1.78). This relationship remained significant after additional adjustment for several potential confounding factors. Results show that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying behaviour among early adolescents.

AB - The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data were taken from the "Health Behaviour in School Aged Children" project, a cross-sectional survey investigating health behaviours among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher unfairness and others confounding factors were measured through a selfadministered questionnaire filled out by a representative sample of 4,386 (48.4% males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics, socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness showed a significant association with being a bully (OR= 1.59; CI=1.40-1.80) and a bully or victim (OR=1.47; CI=1.21-1.78). This relationship remained significant after additional adjustment for several potential confounding factors. Results show that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying behaviour among early adolescents.

KW - Adolescence

KW - Risk factors

KW - Social justice

KW - Unfairness

KW - Violence

UR - http://www.scopus.com/inward/record.url?scp=80052626276&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=80052626276&partnerID=8YFLogxK

U2 - 10.1007/s10212-010-0050-5

DO - 10.1007/s10212-010-0050-5

M3 - Article

AN - SCOPUS:80052626276

VL - 26

SP - 235

EP - 246

JO - European Journal of Psychology of Education

JF - European Journal of Psychology of Education

SN - 0256-2928

IS - 2

ER -