Antibullying attitudes are negatively related to advocating avoidance and encouraging independent coping¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Teachers with stronger antibullying attitudes reported less frequently advocating avoidance to victims (r = -0.14) and encouraging independent coping (r = -0.25). → Dawes 2024

Evidence¶

Dawes 2024¶

Dawes, M., Malamut, S. T., Guess, H., & Lohrbach, E. (2024). Teachers' Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09951-5

q3 · i1 · quant-synthesis · r3

Separate three-level meta-analyses of retrospective reports for these passive responses, which put the burden on victims to cope alone. Both negative associations were significant; the review labels avoidance a small effect and independent coping a medium effect (Fig. 4).

"Antibullying attitudes were negatively related to advocating avoidance to the victim (r = − 0.14, p < 0.001; small effect) and encouraging independent coping (r = − 0.25, p = 0.006; medium effect)"

Discussion¶

Related Claims¶

• Teachers' antibullying attitudes are positively associated with intervention likelihood in hypothetical bullying scenarios (r = 0.48) — related
• Antibullying attitudes are positively related to disciplining bullies, victim support, parental involvement, and involving peer bystanders — related
• Antibullying attitudes are unrelated to advocating assertion, enlisting other adults, and separating students — related
• In studies excluded from meta-analysis, antibullying attitudes relate negatively to ignoring the situation and positively to working with the bully — related
• When all retrospective response types are combined, antibullying attitudes show no significant association with teachers' reported intervention use (r = 0.05) — related