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Reducing bullying in schools by focussing on school climate and school socio-economic status

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dc.date.accessioned 2021-02-09T15:19:50Z
dc.date.available 2021-02-09T15:19:50Z
dc.date.issued 2019-03-20 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/13591
dc.description.abstract Aspirations and Horizons for Action: Student Choice of Profession in South Africa This paper is a secondary analysis, using data from the South African 2015 cycle of the Trends in International Mathematics and Science Study (TIMSS). TIMSS is a trend study that assesses Mathematics and Science achievement and is designed to measure changes in the education system over time. The participants of the study included 12,514 learners from 292 schools, where a national sample of schools and learners are selected, making the study nationally representative. A multiple regression was conducted to respond to the main aims of the study, which is, firstly, to investigate the association between school climate and the prevalence of bullying in schools. Secondly, to determine if the socioeconomic status of the school is associated with incidences of bullying at the school. The results show that learners are less likely to be bullied when they feel a sense of belonging to the school they attend, they are confident, and when they are constantly engaged in the classroom. A significant gender bias exists where boys are bullied more often than girls. It has also been found that students who are often bullied obtain a significantly lower score in Mathematics than their counterparts. The findings demonstrate the need for schools to monitor the nature and frequency of bullying, so that targeted interventions can be designed, implemented and monitored on a regular basis. en
dc.format.medium Print en
dc.subject SCHOOLS en
dc.subject VIOLENCE en
dc.subject BULLYING en
dc.title Reducing bullying in schools by focussing on school climate and school socio-economic status en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 38 (S1) en
dc.BudgetYear 2018/19 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle South African Journal of Education en
dc.ArchiveNumber 10759 en
dc.URL http://ktree.hsrc.ac.za/doc_read_all.php?docid=21107 en
dc.PageNumber Online en
dc.outputnumber 9776 en
dc.bibliographictitle Winnaar, L., Arends, F. & Beku, U. (2019) Reducing bullying in schools by focussing on school climate and school socio-economic status. <i>South African Journal of Education</i>. 38 (S1):Online. http://hdl.handle.net/20.500.11910/13591 en
dc.publicationyear 2019 en
dc.contributor.author1 Winnaar, L. en
dc.contributor.author2 Arends, F. en
dc.contributor.author3 Beku, U. en

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