University of Groningen Bullying in schools Oldenburg, Beau

University of Groningen

Bullying in schools

Oldenburg, Beau

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Publication date: 2017

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Oldenburg, B. (2017). Bullying in schools: The role of teachers and classmates. University of Groningen.

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Bullying in schools

The role of teachers and classmates

© Beau Oldenburg

ISBN (print): 978-90-367-9417-6 ISBN (digital): 978-90-367-9418-3 Printed by: Ridderprint, Ridderkerk Cover illustration: Thijs de Bont

Funding: The data used in chapters 2, 3, and 5 of this dissertation are collected for the evaluation of the Dutch version of the KiVa anti-bullying program. The Dutch version of the KiVa program has been financed by grants from the Dutch Ministry of Education (Onderwijs Bewijs nr: ODB10025:

http://www.onderwijsbewijs.nl/content/tweede-ronde) and NWO (NWO PROO 411-12-027 and NWO VICI 453-14-016).

Bullying in schools

The role of teachers and classmates

PhD thesis

to obtain the degree of PhD at the University of Groningen

on the authority of the Rector Magnificus Prof. E. Sterken

and in accordance with the decision by the College of Deans. This thesis will be defended in public on Thursday 19 January 2017 at 14.30 hours

by

Beau Oldenburg

© Beau Oldenburg

ISBN (print): 978-90-367-9417-6 ISBN (digital): 978-90-367-9418-3 Printed by: Ridderprint, Ridderkerk Cover illustration: Thijs de Bont

Funding: The data used in chapters 2, 3, and 5 of this dissertation are collected for the evaluation of the Dutch version of the KiVa anti-bullying program. The Dutch version of the KiVa program has been financed by grants from the Dutch Ministry of Education (Onderwijs Bewijs nr: ODB10025:

http://www.onderwijsbewijs.nl/content/tweede-ronde) and NWO (NWO PROO 411-12-027 and NWO VICI 453-14-016).

Bullying in schools

The role of teachers and classmates

PhD thesis

to obtain the degree of PhD at the University of Groningen

on the authority of the Rector Magnificus Prof. E. Sterken

and in accordance with the decision by the College of Deans. This thesis will be defended in public on Thursday 19 January 2017 at 14.30 hours

by

Beau Oldenburg

Supervisor

Prof. D.R. Veenstra

Co-supervisor

Dr. M.A.J. van Duijn

Assessment Committee

Prof. R.J. Bosker Prof. B.G.M. Volker

Prof. W. Troop _{To all teachers and students who leave home with}

Supervisor

Prof. D.R. Veenstra

Co-supervisor

Dr. M.A.J. van Duijn

Assessment Committee

Prof. R.J. Bosker Prof. B.G.M. Volker

Prof. W. Troop _{To all teachers and students who leave home with}

Table of contents

Chapter 1 11

1.1 What is school bullying? 12

1.2 Teachers and classmates: Three insights 12

1.2.1 Insight 1: Teachers are important actors within the classroom context 13 1.2.2 Insight 2: Classmates are the bully’s audience 13 1.2.3 Insight 3: Bullying is a relational phenomenon 14

1.3 Four empirical studies 14

1.3.1 Chapter 2 14

1.3.2 Chapter 3 15

1.3.3 Chapter 4 15

1.3.4 Chapter 5 16

1.4 Overview of the empirical chapters 17

Chapter 2 19

2.1 Introduction 20

2.1.1 Teacher characteristics and peer victimization 20

2.2 Method 23

2.2.1 Sample and procedure 23

2.2.2 Measurements 25

2.2.3 Analyses 27

2.3 Results 28

2.3.1 Descriptive statistics and correlations 28

2.3.2 Poisson regression analyses 31

2.3.3 Additional analyses 32

2.4 Discussion 35

2.5 Appendix chapter 2 38

2.5.1 Appendix A transcription of instructional video 38 2.5.2 Appendix B internal and external causal attribution items 38 2.5.3 Appendix C teachers’ self-perceived ability to handle bullying 38

Table of contents

Chapter 1 11

1.1 What is school bullying? 12

1.2 Teachers and classmates: Three insights 12

1.2.1 Insight 1: Teachers are important actors within the classroom context 13 1.2.2 Insight 2: Classmates are the bully’s audience 13 1.2.3 Insight 3: Bullying is a relational phenomenon 14

1.3 Four empirical studies 14

1.3.1 Chapter 2 14

1.3.2 Chapter 3 15

1.3.3 Chapter 4 15

1.3.4 Chapter 5 16

1.4 Overview of the empirical chapters 17

Chapter 2 19

2.1 Introduction 20

2.1.1 Teacher characteristics and peer victimization 20

2.2 Method 23

2.2.1 Sample and procedure 23

2.2.2 Measurements 25

2.2.3 Analyses 27

2.3 Results 28

2.3.1 Descriptive statistics and correlations 28

2.3.2 Poisson regression analyses 31

2.3.3 Additional analyses 32

2.4 Discussion 35

2.5 Appendix chapter 2 38

2.5.1 Appendix A transcription of instructional video 38 2.5.2 Appendix B internal and external causal attribution items 38 2.5.3 Appendix C teachers’ self-perceived ability to handle bullying 38

Chapter 3 41

3.1 Introduction 42

3.1.1 Teachers’ definitions of bullying 42

3.1.2 Teachers’ strategies to find out about bullying 42 3.1.3 Teachers’ perceptions of the prevalence of bullying 43

3.2 Method 43

3.2.1 Data collection 43

3.2.2 Participants 44

3.2.3 Measurements 44

3.3 Results 45

3.3.1 Teachers’ definitions of bullying 45

3.3.2. Teachers’ strategies to find out about bullying 46 3.3.3 Teachers’ perceptions of the prevalence of bullying 46

3.4 Discussion 49

3.4.1 Teachers’ definitions of bullying 49

3.4.2 Teachers’ strategies to find out about bullying 49 3.4.3 Teachers’ perceptions of the prevalence of bullying 50

3.4.4 Conclusion 51

Chapter 4 53

4.1 Introduction 54

4.1.1 Giving victim nominations: Characteristics of the reporter-receiver dyad and of the

reporter 55

4.1.2 Aims and hypotheses of the present study 57

4.2 Method 57

4.2.1 Participants and procedure 57

4.2.2 Measures 58

4.2.3 Analyses 62

4.3 Results 62

4.3.1 Descriptive statistics 62

4.3.2 Bivariate correlations 64

4.3.3 Multilevel logistic regression analyses 65

4.4 Discussion 69

4.4.1 Discrepancies between peer reports and self-reports 70 4.4.2 Characteristics of the reporter-receiver dyad and of the reporter 70

4.4.3 Classroom characteristics 72 4.4.4 Limitations 73 4.4.5 Conclusions 74 Chapter 5 75 5.1 Introduction 76 5.1.1 Friendship 77 5.1.2 Dislike 78

5.1.3 The present study 78

5.2 Method 78

5.2.1 Sample and procedure 78

5.2.2 Defending, friendship, and dislike networks 79

5.2.3 Analyses 80 5.3 Results 84 5.3.1 Defending-friendship networks 84 5.3.2 Defending-dislike networks 89 5.4 Discussion 92 Chapter 6 95

6.1 Investigating the role of teachers and classmates 96

6.2 Main findings and implications 98

6.2.1 Teachers and bullying: unprepared or afraid? 98

6.2.2 Identifying victims of bullying 99

6.2.3 Defending 100

6.2.4 The classroom composition matters 101

6.3 Directions for future research 102

6.4 Practical recommendations 102

6.4.1 Improve teachers’ knowledge about bullying 102

6.4.2 Set realistic goals 103

6.4.3 Improve students’ knowledge about bullying 103

Chapter 3 41

3.1 Introduction 42

3.1.1 Teachers’ definitions of bullying 42

3.1.2 Teachers’ strategies to find out about bullying 42 3.1.3 Teachers’ perceptions of the prevalence of bullying 43

3.2 Method 43

3.2.1 Data collection 43

3.2.2 Participants 44

3.2.3 Measurements 44

3.3 Results 45

3.3.1 Teachers’ definitions of bullying 45

3.3.2. Teachers’ strategies to find out about bullying 46 3.3.3 Teachers’ perceptions of the prevalence of bullying 46

3.4 Discussion 49

3.4.1 Teachers’ definitions of bullying 49

3.4.2 Teachers’ strategies to find out about bullying 49 3.4.3 Teachers’ perceptions of the prevalence of bullying 50

3.4.4 Conclusion 51

Chapter 4 53

4.1 Introduction 54

4.1.1 Giving victim nominations: Characteristics of the reporter-receiver dyad and of the

reporter 55

4.1.2 Aims and hypotheses of the present study 57

4.2 Method 57

4.2.1 Participants and procedure 57

4.2.2 Measures 58

4.2.3 Analyses 62

4.3 Results 62

4.3.1 Descriptive statistics 62

4.3.2 Bivariate correlations 64

4.3.3 Multilevel logistic regression analyses 65

4.4 Discussion 69

4.4.1 Discrepancies between peer reports and self-reports 70 4.4.2 Characteristics of the reporter-receiver dyad and of the reporter 70

4.4.3 Classroom characteristics 72 4.4.4 Limitations 73 4.4.5 Conclusions 74 Chapter 5 75 5.1 Introduction 76 5.1.1 Friendship 77 5.1.2 Dislike 78

5.1.3 The present study 78

5.2 Method 78

5.2.1 Sample and procedure 78

5.2.2 Defending, friendship, and dislike networks 79

5.2.3 Analyses 80 5.3 Results 84 5.3.1 Defending-friendship networks 84 5.3.2 Defending-dislike networks 89 5.4 Discussion 92 Chapter 6 95

6.1 Investigating the role of teachers and classmates 96

6.2 Main findings and implications 98

6.2.1 Teachers and bullying: unprepared or afraid? 98

6.2.2 Identifying victims of bullying 99

6.2.3 Defending 100

6.2.4 The classroom composition matters 101

6.3 Directions for future research 102

6.4 Practical recommendations 102

6.4.1 Improve teachers’ knowledge about bullying 102

6.4.2 Set realistic goals 103

6.4.3 Improve students’ knowledge about bullying 103

6.5 Conclusion 104

Nederlandse samenvatting 105

Samenvatting (summary in Dutch) 106

Is er een relatie tussen leerkrachtkenmerken en het aantal gepeste leerlingen? 106 Zijn leerkrachten voldoende toegerust om pesten aan te pakken? 106 (H)erkennen leerlingen klasgenoten die gepest worden? 106 In hoeverre overlappen verdedigen, vriendschap en iemand niet leuk vinden? 107

Algemene conclusies 108

References 111

Acknowledgements 119

About the author 121

ICS Dissertation series 123

Chapter 1

Introduction

The girls pretended to be my friends so that I would tell them all my secrets. They pushed me into a corner, surrounded me, said nasty things, called me names, and threatened me. They pushed me into a puddle of mud and hurt me. I became more anxious, silent, and insecure. They told me to kill myself and said that if I would not do it, they would do it for me. I still suffer from the bullying. All those memories and thoughts… It has been 5 years ago but it still feels like it was yesterday. The bullying really changed me.