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題名 Teachers’ cognitions and handling strategies regarding bully-victims
作者 宋宥賢
Sung, Yu-Hsien
Lu, Chia-Ying;Chen, Li-Ming;Valcke, Martin
貢獻者 教育學院
關鍵詞 Bully-victims; handling strategies; school bullying; secondary school teacher
日期 2020-08
上傳時間 19-九月-2022 15:21:22 (UTC+8)
摘要 This study aimed at exploring secondary school teachers’ cognitions regarding bully-victims, including what handling strategies those teachers often adopt to tackle the dual problem inherent to this population. In this study, 13 secondary school teachers were invited to participate in interviews, and the results indicated that most of the teachers initially identified bully-victims as merely victims. However, with increased interactions involving bully-victims and more complaints from peers, teachers began to adjust their cognitions, and they recognised that these students could not be categorised into any specific role. Moreover, the results of this study also indicated that the teachers’ cognitions regarding bully-victims influenced the handling strategies employed with these students. Teachers often gave reprimands and assistance in parallel, regardless of the involved students’ roles, and they improved bully-victims’ situations by cooperating with schools, peers, and parents. The results suggest that teachers can utilise both punishment and assistance in parallel to effectively handle both the problems and needs of bully-victims versus relying on either one or the other.
關聯 Research Papers in Education, Vol.35, No.3, pp.249-265
資料類型 article
DOI https://doi.org/10.1080/02671522.2018.1547919
dc.contributor 教育學院
dc.creator (作者) 宋宥賢
dc.creator (作者) Sung, Yu-Hsien
dc.creator (作者) Lu, Chia-Ying;Chen, Li-Ming;Valcke, Martin
dc.date (日期) 2020-08
dc.date.accessioned 19-九月-2022 15:21:22 (UTC+8)-
dc.date.available 19-九月-2022 15:21:22 (UTC+8)-
dc.date.issued (上傳時間) 19-九月-2022 15:21:22 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141948-
dc.description.abstract (摘要) This study aimed at exploring secondary school teachers’ cognitions regarding bully-victims, including what handling strategies those teachers often adopt to tackle the dual problem inherent to this population. In this study, 13 secondary school teachers were invited to participate in interviews, and the results indicated that most of the teachers initially identified bully-victims as merely victims. However, with increased interactions involving bully-victims and more complaints from peers, teachers began to adjust their cognitions, and they recognised that these students could not be categorised into any specific role. Moreover, the results of this study also indicated that the teachers’ cognitions regarding bully-victims influenced the handling strategies employed with these students. Teachers often gave reprimands and assistance in parallel, regardless of the involved students’ roles, and they improved bully-victims’ situations by cooperating with schools, peers, and parents. The results suggest that teachers can utilise both punishment and assistance in parallel to effectively handle both the problems and needs of bully-victims versus relying on either one or the other.
dc.format.extent 109 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Research Papers in Education, Vol.35, No.3, pp.249-265
dc.subject (關鍵詞) Bully-victims; handling strategies; school bullying; secondary school teacher
dc.title (題名) Teachers’ cognitions and handling strategies regarding bully-victims
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1080/02671522.2018.1547919
dc.doi.uri (DOI) https://doi.org/10.1080/02671522.2018.1547919