Antibullying attitudes are unrelated to advocating assertion, enlisting other adults, and separating students¶

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

Subclaims¶

q3 i? Meta-analyses found no significant association between antibullying attitudes and advocating assertion, enlisting other adults, or separating students. → 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 · i? · quant-synthesis · r3

Three-level meta-analyses of retrospective reports for these three response types found no significant associations. The review cautions that the enlisting-other-adults analysis included only two effect sizes from two studies, warranting caution in interpretation.

"teachers' attitudes toward bullying were not significantly related to the extent to which they advocated assertion (r = − 0.05, p = 0.547), enlisted other adults (r = 0.17, p = 0.265), or separated students (r = 0.00, p = 0.959)"

Discussion¶

Related Claims¶

• Teachers' antibullying attitudes are positively associated with intervention likelihood in hypothetical bullying scenarios (r = 0.48) — related
• Antibullying attitudes are negatively related to advocating avoidance and encouraging independent coping — related
• Antibullying attitudes are positively related to disciplining bullies, victim support, parental involvement, and involving peer bystanders — related
• When all retrospective response types are combined, antibullying attitudes show no significant association with teachers' reported intervention use (r = 0.05) — a broader claim this one bears on
• In studies excluded from meta-analysis, antibullying attitudes relate negatively to ignoring the situation and positively to working with the bully — related