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On the accuracy of German teachers’ identification of pupils involved in bullying

  • The subject of this study is the accuracy of teacher judgements regarding identification of perpetration and victimisation behaviour in German schools. We examine whether the portion of involved pupils is overestimated or underestimated, the agreement among pupils’ and teachers’ perceptions at the individual level, and factors influencing the accuracy of teacher judgements. Participants were n = 85 class teachers and n = 1401 pupils. Results indicate that teachers are overestimating the number of pupils involved in bullying as victims or bullies slightly, while agreement between pupils’ and teachers’ judgements is low at the individual level. Teachers’ judgements of perpetration behaviour are influenced by pupils’ school performance. Results are discussed in terms of their implications for handling bullying in schools and for teacher education and training.

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Metadaten
Author: Ludwig BilzORCiD
DOI:https://doi.org/10.1002/ijop.12313
Title of the source (English):31st International Congress of Psychology, 24–29 July 2016, Yokohama, Japan
Publisher:Wiley
Place of publication:Chichester [u.a.]
Document Type:Conference publication peer-reviewed
Language:English
Year of publication:2016
First Page:S. 462
Comment:
International Journal of Psychology, 51, Supplement S1
Faculty/Chair:Fakultät 4 Humanwissenschaften (bis 2023 Soziale Arbeit, Gesundheit und Musik) / FG Pädagogische Psychologie in Gesundheitsberufen
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