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Is self-regulation a relevant aspect of intervention competence for teachers in bullying situations?

  • Teachers play a crucial role in stopping bullying, but react in different ways. Could their competence profile explain these differences? In the literature, self-regulation is understood as being part of teacher competence and is known to be important for other aspects of teaching. However, it has not yet been studied in relation to bullying interventions. In the present study, we examined this interaction for the first time using a sample of 556 teachers. Contrary to our expectations, self-regulation appears not to be relevant in teachers’ intervention behaviour. Possible reasons and implications are discussed.

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Author: Saskia M. FischerORCiD, Ludwig BilzORCiD
DOI:https://doi.org/10.18261/issn.1891-5949-2019-02-04
ISSN:1891-5949
Title of the source (English):Nordic Studies in Education
Document Type:Scientific journal article peer-reviewed
Language:English
Year of publication:2019
Tag:bullying; regulatory mode; self-regulation; teacher competence; teacher intervention
Volume/Year:39
Issue number:2
First Page:121
Last Page:141
Faculty/Chair:Fakultät 4 Humanwissenschaften (bis 2023 Soziale Arbeit, Gesundheit und Musik) / FG Pädagogische Psychologie in Gesundheitsberufen
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