Junior high students in both the STAC intervention and wait-list control groups increased knowledge and confidence to intervene in bullying, with no significant group difference, suggesting carry-over effects¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Students in both the intervention and control groups reported an increase in knowledge of bullying, knowledge of the STAC strategies, and confidence to intervene, contrary to the hypothesis of larger intervention-group gains. → Midgett 2016 q3 i? The Time x Group interaction for knowledge and confidence was not significant, which the authors attribute to possible carry-over from intervention students to control students. → Midgett 2016

Evidence¶

Midgett 2016¶

Midgett, A., Doumas, D., Trull, R., & Johnston, A. (2016). A Randomized Controlled Study Evaluating a Brief, Bystander Bullying Intervention with Junior High School Students. Boise State University. https://eric.ed.gov/?id=EJ1146195

q3 · i? · causal · r1

GLM repeated measures ANOVA in a randomized controlled study of 57 junior high students (n = 52 analyzed per Table 1) comparing STAC training to wait-list control from baseline to 30-day follow-up. The main effect for Time was significant ("Wilks' Lambda = .76, F(1, 51) = 16.34, p < .001, η 2 p = .24"), but the interaction was not.

"The interaction effect for Time x Group, however, was not significant, Wilks' Lambda = .98, F(1, 51) = 1.19, p = .28, η 2 p = .02. Contrary to our hypothesis, students in both the intervention group and the control group reported an increase in knowledge of bullying, knowledge of the STAC strategies, and confidence to intervene in bullying situations."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• STAC intervention students showed a trend toward decreased anxiety relative to wait-list control students (p = .06) — related
• No significant difference between STAC intervention and control groups in depression from baseline to 30-day follow-up — related
• STAC-trained junior high students reported a significantly greater ability to identify bullying at 30-day follow-up than wait-list control students — related
• No significant differences between STAC intervention and control groups in frequency of using the STAC strategies at 30-day follow-up — related
• The COMPASS intervention significantly increases students' math self-concept immediately after participation in both an intervention group and a waiting-list control group — related
• Students with disabilities in SS-SSTP schools report greater willingness to intervene in bullying situations than control students after 2 years — related