Cristin-resultat-ID: 797176
Sist endret: 30. mars 2011 14:59
NVI-rapporteringsår: 2010
Resultat
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
2010

The Olweus Bullying Prevention Program: Effects of classroom components at different grade levels

Bidragsytere:
  • Dan Olweus og
  • Jan Helge Kallestad

Bok

Indirect and Direct Aggression
ISBN:
  • 978-3-631-60028-3

Utgiver

Peter Lang Publishing Group
NVI-nivå 1

Om resultatet

Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
Publiseringsår: 2010
Sider: 115 - 131
ISBN:
  • 978-3-631-60028-3

Klassifisering

Vitenskapsdisipliner

Sosial- og arbeidspsykologi

Beskrivelse Beskrivelse

Tittel

The Olweus Bullying Prevention Program: Effects of classroom components at different grade levels

Sammendrag

The main aims of the present study were to find out if there were certain classroom components of the Olweus Bullying Prevention Program (OBPP) that were more effective than other such components in reducing bully/victim problems and if the use and effectiveness of such components varied or interacted with grade level. The empirical data for addressing these questions consisted of implementation data from 78 teachers and classroom-aggregated self-report data on reductions in being bullied over a one-year period by 1695 Norwegian students in grades 5 (6) through 8 (9). Three classroom measures, class/school rules against bullying, class meetings and use of role play, combined into an additive index Effective Classroom Measures,were clearly more effective (in the context of the OBPP) than other measures and predicted 27 percent of the total variance corresponding to a dosage-response relationship of r = .52. However, Effective Classroom Measures interacted with grade level suggesting that the less positive results with older students were either a consequence of poorer implementation and/or of weaker effects of the effective classroom measures in these grades. Possible explanations of the findings and several practical implications of the results are discussed. Generally, the results confirmed the role of the teacher as a key agent of change in the OBPP and attested to the usefulness and validity of self-report difference or gain scores for the measurement of change in a two-wave design.

Bidragsytere

Dan Olweus

  • Tilknyttet:
    Forfatter
    ved HEMIL-senteret ved Universitetet i Bergen

Jan Helge Kallestad

  • Tilknyttet:
    Forfatter
    ved HEMIL-senteret ved Universitetet i Bergen
  • Tilknyttet:
    Forfatter
    ved Institutt for pedagogikk, religion og samfunnsfag ved Høgskulen på Vestlandet
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Resultatet er en del av Resultatet er en del av

Indirect and Direct Aggression.

Österman, Karin. 2010, Peter Lang Publishing Group. HY-HU, ÅAVitenskapelig antologi/Konferanseserie
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