In studies excluded from meta-analysis, antibullying attitudes relate negatively to ignoring the situation and positively to working with the bully¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? DeSmet et al. found teachers' antibullying attitudes correlated negatively with frequency of ignoring the situation (r = -0.158); Şen and Doğan found attitudes positively related to working with the bully and negatively to ignoring. → 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

q2 · i? · quant-synthesis · r3

Qualitative (narrative) analysis of effect sizes excluded from meta-analysis due to measurement dissimilarity. The review reports DeSmet et al.'s negative association with ignoring, and Şen and Doğan's positive association with working with the bully (rs > 0.14, ps < 0.05) and negative association with ignoring (rs > − 0.19, ps < 0.001).

"as teachers' antibullying attitudes increased, teachers' frequency of ignoring the situation decreased (r = − 0.158, p = 0.003; DeSmet et al., 40)"

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 unrelated to advocating assertion, enlisting other adults, and separating students — 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) — related