Student Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Literature Review

  • Taufiqur Rahman Universitas Ibrahimy
  • Reza Yevita Rustika Sari Pascasarjana Universitas Ibrahimy
Keywords: student teachers, bullying, knowledge, attitudes

Abstract

The potential future responsibility of Student Teachers to address bullying among their students remains uncertain. This article undertook a comprehensive investigation to evaluate the readiness of Student Teachers in fulfilling this crucial role. A systematic review was conducted to assess the knowledge, attitudes, sense of responsibility, and confidence of Student Teachers in dealing with bullying. Our review included a total of 32 studies that met the criteria for inclusion. The findings indicate that only a small proportion of Student Teachers possess a comprehensive understanding of the fundamental characteristics of bullying. Regarding their attitudes towards bullying, the majority of Student Teachers express concern about this issue, although a certain number still perceive it as a normal aspect of the developmental process. Student Teachers tend to perceive certain forms of bullying as more severe than others, with physical bullying being regarded as the most serious form by many. While most Student Teachers acknowledge their responsibility in addressing bullying, a considerable portion lacks confidence in their ability to do so. The implications of these findings for future research on Student Teachers, teacher preparation programs, and endeavors aimed at diminishing bullying in educational institutions are discussed.

References

Adler, P., & Adler, P. (2000). Peer power: Preadolescent culture and identity.
Ajzen, I. (2012). The theory of planned behavior. In P. M. Van Lange, A. W. Kruglanski, & E. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 438–459). SAGE Publications Inc.
Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior and Emerging Technologies, 2(4), 314–324. https://doi.org/10.1002/hbe2.195
Amanaki, E., & Galanaki, E. P. (2014). Prospective teachers’ knowledge, attittudes and beliefs about school bullying. Monduzzi Editore, 1.
Aydin, G., Margerison, C., Worsley, A., & Booth, A. (2022). Australian Teachers’ Perceptions and Experiences of Food and Nutrition Education in Primary Schools: A Qualitative Study. Australian Journal of Teacher Education, 47(2), 61–75. https://doi.org/10.14221/ajte.2022v47n2.5
Bauman, S. (2008). The Role of Elementary School Counselors in Reducing School Bullying. The Elementary School Journal, 108(5), 362–375. https://doi.org/10.1086/589467
Bauman, S., & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219–231. https://doi.org/10.1037/0022-0663.98.1.219
Begotti, T., Tirassa, M., & Acquadro Maran, D. (2017). School bullying episodes: attitudes and intervention in pre-service and in-service Italian teachers. Research Papers in Education, 32(2), 170–182. https://doi.org/10.1080/02671522.2016.1158857
Begotti, T., Tirassa, M., & Acquadro Maran, D. (2018). Pre-Service Teachers’ Intervention in School Bullying Episodes with Special Education Needs Students: A Research in Italian and Greek Samples. International Journal of Environmental Research and Public Health, 15(9), 1908. https://doi.org/10.3390/ijerph15091908
Bellmore, A. (2016). Whose Responsibility Is It to Stop Bullying? Policy Insights from the Behavioral and Brain Sciences, 3(1), 92–97. https://doi.org/10.1177/2372732215624218
Beltran-Catalan, M., Zych, I., Ortega-Ruiz, R., & Llorent, V. J. (2018). Victimisation through bullying and cyberbullying: Emotional intelligence, severity of victimisation and technology use in different types of victims. PSICOTHEMA, 30(2), 183–188. https://doi.org/10.7334/psicothema2017.313
Benitez Muñoz, J. L., García Berbén, A. B., & Fernández-Cabezas, M. (2009). The impact of a course on bullying whitin the pre-service teacher training curriculum.
Beran, T. (2005). A new perspective on managing school bullying: Pre-service teachers’ attitudes. Journal of Social Sciences, 8(3), 43–49.
Blomqvist, K., Saarento‐Zaprudin, S., & Salmivalli, C. (2020). Telling adults about one’s plight as a victim of bullying: Student‐ and context‐related factors predicting disclosure. Scandinavian Journal of Psychology, 61(1), 151–159. https://doi.org/10.1111/sjop.12521
Boulton, M J, Hardcastle, K., Down, J., Fowles, J., & Simmonds, J. A. (2014). A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios: Similarities and Differences and Implications for Practice. JOURNAL OF TEACHER EDUCATION, 65(2), 145–155. https://doi.org/10.1177/0022487113511496 WE - Social Science Citation Index (SSCI)
Boulton, Michael J. (1997). Teachers’ views on bullying: definitions, attitudes and ability to cope. British Journal of Educational Psychology, 67(2), 223–233. https://doi.org/10.1111/j.2044-8279.1997.tb01239.x
Camilo, C., Garrido, M. V., & Calheiros, M. M. (2020). The social information processing model in child physical abuse and neglect: A meta-analytic review. Child Abuse & Neglect, 108, 104666.
Choi, E., & Lee, S. (2019). The Relations among Perceived Parental Support for Violence, Teacher Intervention, Classroom Norms, and Bullying Perpetration among Elementary School Students by Gender, focusing on the Mediating Role of Antibullying Attitudes. Korean Journal of Youth Studies, 26(3), 117–141. https://doi.org/10.21509/KJYS.2019.03.26.3.117
Cilliers, L., & Chinyamurindi, W. (2020). Perceptions of cyber bullying in primary and secondary schools among student teachers in the Eastern Cape Province of South Africa. THE ELECTRONIC JOURNAL OF INFORMATION SYSTEMS IN DEVELOPING COUNTRIES, 86(4). https://doi.org/10.1002/isd2.12131
Colpin, H., Bauman, S., & Menesini, E. (2021). Teachers’ responses to bullying: Unravelling their consequences and antecedents. Introduction to the special issue. European Journal of Developmental Psychology, 18(6), 781–797.
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87–127. https://doi.org/10.1037/0033-2909.127.1.87
Craig, K., Bell, D., & Leschied, A. (2011). Pre-service teachers’ knowledge and attitudes regarding school-based bullying. Canadian Journal of Education/Revue Canadienne de l’éducation, 34(2), 21–33.
Craig, W. M., Henderson, K., & Murphy, J. G. (2000). Prospective Teachers’ Attitudes toward Bullying and Victimization. School Psychology International, 21(1), 5–21. https://doi.org/10.1177/0143034300211001
Crooks, C. V., Jaffe, P. G., & Rodriguez, A. (2017). Increasing knowledge and self-efficacy through a pre-service course on promoting positive school climate: the crucial role of reducing moral disengagement. Advances in School Mental Health Promotion, 10(1), 49–64. https://doi.org/10.1080/1754730X.2016.1249383
Curb, L. A. (2014). Perceptions of bullying: A comparison of pre-service and in-service teachers. Oklahoma State University.
Delgado-Rodríguez, M., & Sillero-Arenas, M. (2018). Systematic review and meta-analysis. Medicina Intensiva, 42(7), 444–453. https://doi.org/10.1016/j.medin.2017.10.003
Demol, K., Verschueren, K., Salmivalli, C., & Colpin, H. (2020). Perceived Teacher Responses to Bullying Influence Students’ Social Cognitions. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.592582
Durlak, J. A., & DuPre, E. P. (2008). Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464-008-9165-0
Espelage, D. L. (2003). Research on School Bullying and Victimization: What Have We Learned and Where Do We Go from Here? [Mini-Series]. Social Sciences, 5(3).
Espelage, D. L., Rose, C., Nickodem, K., Robinson, L. E., Sheikh, A. El, Hanebutt, R. A., Forber-Pratt, A., Graves, K., Valido, A., & Ingram, K. (2023). Pilot Evaluation of DIsability Anti-BuLlying (DIAL) Training for Elementary Special and General Education Teachers: Impact on Teacher Self-Efficacy Attitudes Toward Bullying and Student Outcomes. International Journal of Bullying Prevention, 1–15.
Farmer, T. W., McAuliffe Lines, M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32(5), 247–256. https://doi.org/10.1016/j.appdev.2011.04.006
Farrington, D. P., & Ttofi, M. M. (2009). School‐Based Programs to Reduce Bullying and Victimization. Campbell Systematic Reviews, 5(1). https://doi.org/10.4073/csr.2009.6
Fischer, S. M., John, N., & Bilz, L. (2021). Teachers’ Self-efficacy in Preventing and Intervening in School Bullying: a Systematic Review. International Journal of Bullying Prevention, 3(3), 196–212. https://doi.org/10.1007/s42380-020-00079-y
Fry, D., Mackay, K., Childers-Buschle, K., Wazny, K., & Bahou, L. (2020). “They are teaching us to deliver lessons and that is not all that teaching is …”: Exploring teacher trainees’ language for peer victimisation in schools. Teaching and Teacher Education, 89, 102988. https://doi.org/10.1016/j.tate.2019.102988
Gardella, J. H., Fisher, B. W., & Teurbe-Tolon, A. R. (2017). A Systematic Review and Meta-Analysis of Cyber-Victimization and Educational Outcomes for Adolescents. Review of Educational Research, 87(2), 283–308. https://doi.org/10.3102/0034654316689136
Garner, P W. (2017). The Role of Teachers’ Social-Emotional Competence in Their Beliefs About Peer Victimization. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 33(4), 288–308. https://doi.org/10.1080/15377903.2017.1292976 WE - Emerging Sources Citation Index (ESCI)
Garner, Pamela W. (2017). The Role of Teachers’ Social-Emotional Competence in Their Beliefs About Peer Victimization. Journal of Applied School Psychology, 33(4), 288–308. https://doi.org/10.1080/15377903.2017.1292976
Garner, Pamela W., Moses, L. K., & Waajid, B. (2013). Prospective Teachers’ Awareness and Expression of Emotions: Associations with Proposed Strategies for Behavioral Management in the Classroom. Psychology in the Schools, 50(5), 471–488. https://doi.org/10.1002/pits.21688
Gedik Bal, N. (2023). In-Service Teachers’ Intercultural Sensitivity. TESL-EJ, 27(2), n2.
Gest, S. D., Madill, R. A., Zadzora, K. M., Miller, A. M., & Rodkin, P. C. (2014). Teacher Management of Elementary Classroom Social Dynamics. Journal of Emotional and Behavioral Disorders, 22(2), 107–118. https://doi.org/10.1177/1063426613512677
Gotdiner, V., & Gumpel, T. P. (2024). Bystander intervention style and motivational factors influencing behavior in bullying situations. Psychology in the Schools, 61(2), 631–646. https://doi.org/10.1002/pits.23075
Green, S. P., Shriberg, D., & Farber, S. L. (2008). What’s Gender Got To Do With It? Teachers’ Perceptions Of Situation Severity And Requests For Assistance. Journal of Educational and Psychological Consultation, 18(4), 346–373. https://doi.org/10.1080/10474410802463288
Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573–586. https://doi.org/10.1080/02619768.2020.1807513
Hawker, D. S. J., & Boulton, M. J. (2000). Twenty Years’ Research on Peer Victimization and Psychosocial Maladjustment: A Meta‐analytic Review of Cross‐sectional Studies. Journal of Child Psychology and Psychiatry, 41(4), 441–455. https://doi.org/10.1111/1469-7610.00629
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Huang, H., Liu, Y., & Chen, Y. (2018). Preservice Preschool Teachers’ Responses to Bullying Scenarios: The Roles of Years of Study and Empathy. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00175
Jiang, H., Liang, H., Zhou, H., & Zhang, B. (2022). Relationships Among Normative Beliefs About Aggression, Moral Disengagement, Self-Control and Bullying in Adolescents: A Moderated Mediation Model. Psychology Research and Behavior Management, Volume 15, 183–192. https://doi.org/10.2147/PRBM.S346658
Kahn, J. H., Jones, J. L., & Wieland, A. L. (2012). Preservice teachers’ coping styles and their responses to bullying. Psychology in the Schools, 49(8), 784–793. https://doi.org/10.1002/pits.21632
Kanetsuna, T., & Smith, P. K. (2002). Pupil Insights into Bullying, and Coping with Bullying. Journal of School Violence, 1(3), 5–29. https://doi.org/10.1300/J202v01n03_02
Kolb, A. Y., & Kolb, D. A. (2022). Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. Experiential Learning and Teaching in Higher Education, 1(1), 38. https://doi.org/10.46787/elthe.v1i1.3362
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: a critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073.
Kyriacou, C., Avramidis, E., Stephens, P., & Werler, T. (2013). Social pedagogy in schools: student teacher attitudes in England and Norway. International Journal of Inclusive Education, 17(2), 192–204. https://doi.org/10.1080/13603116.2011.629689
Kyriacou, C., & Uhlemann, A. (2011). Swiss student‐teachers’ views of social pedagogy. Pastoral Care in Education, 29(1), 25–33. https://doi.org/10.1080/02643944.2010.548394
Latané, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn’t he help?. Appleton-Century-Crofts.
Lester, L., Waters, S., Pearce, N., Spears, B., & Falconer, S. (2018). Pre-service teachers: Knowledge, attitudes and their perceived skills in addressing student bullying. Australian Journal of Teacher Education (Online), 43(8), 30–45.
Lu, H., Cole, S. R., Howe, C. J., & Westreich, D. (2022). Toward a clearer definition of selection bias when estimating causal effects. Epidemiology, 33(5), 699–706.
Macaulay, P. J. R., Betts, L. R., Stiller, J., & Kellezi, B. (2018). Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system. Aggression and Violent Behavior, 43, 1–12.
Macaulay, P. J. R., Betts, L. R., Stiller, J., & Kellezi, B. (2020). “It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment. Educational Studies, 46(5), 590–606. https://doi.org/10.1080/03055698.2019.1620693
Maghbouleh, N., Schachter, A., & Flores, R. D. (2022). Middle Eastern and North African Americans may not be perceived, nor perceive themselves, to be White. Proceedings of the National Academy of Sciences, 119(7), e2117940119.
McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300–310. https://doi.org/10.1037/a0039174
Midgett, A., & Doumas, D. M. (2019). Witnessing Bullying at School: The Association Between Being a Bystander and Anxiety and Depressive Symptoms. School Mental Health, 11(3), 454–463. https://doi.org/10.1007/s12310-019-09312-6
Mishna, F., Scarcello, I., Pepler, D., & Wiener, J. (2005). Teachers’ Understanding of Bullying. Canadian Journal of Education / Revue Canadienne de l’éducation, 28(4), 718. https://doi.org/10.2307/4126452
Ngo, T. D., Kashani, A., Imbalzano, G., Nguyen, K. T. Q., & Hui, D. (2018). Additive manufacturing (3D printing): A review of materials, methods, applications and challenges. Composites Part B: Engineering, 143, 172–196. https://doi.org/10.1016/j.compositesb.2018.02.012
Nicolaides, S., Toda, Y., & Smith, P. K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72(1), 105–118. https://doi.org/10.1348/000709902158793
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71
Psalti, A. (2017). Greek In-Service and Preservice Teachers’ Views About Bullying in Early Childhood Settings. Journal of School Violence, 16(4), 386–398. https://doi.org/10.1080/15388220.2016.1159573
Purdy, N., & Guckin, C. M. (2015). Disablist bullying in schools: giving a voice to student teachers. Journal of Research in Special Educational Needs, 15(3), 202–210. https://doi.org/10.1111/1471-3802.12110
Purdy, N., & Mc Guckin, C. (2014). Disablist bullying in Northern Ireland and the Republic of Ireland: an investigation of student teachers’ knowledge, experience and confidence. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 29(4), 446–456. https://doi.org/10.1080/08856257.2014.952914 WE - Social Science Citation Index (SSCI)
Redmond, P., Lock, J. V., & Smart, V. (2018). Pre-service teachers’ perspectives of cyberbullying. Computers & Education, 119, 1–13. https://doi.org/10.1016/j.compedu.2017.12.004
Rigby, K. (2014). How teachers address cases of bullying in schools: a comparison of five reactive approaches. Educational Psychology in Practice, 30(4), 409–419. https://doi.org/10.1080/02667363.2014.949629
Romero Saletti, S. M., Van den Broucke, S., & Chau, C. (2021). The effectiveness of prevention programs for problematic Internet use in adolescents and youths: A systematic review and meta-analysis. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 15(2). https://doi.org/10.5817/CP2021-2-10
Rose, C. A., Monda-Amaya, L. E., & Preast, J. L. (2018). Pre-service Special and General Educators’ Perceptions of Bullying. Exceptionality Education International, 28(2). https://doi.org/10.5206/eei.v28i2.7764
Ryan, T., Kariuki, M., & Yilmaz, H. (2011). A comparative analysis of cyberbullying perceptions of preservice educators: Canada and Turkey. Turkish Online Journal of Educational Technology, 10(3), 1–12. https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960088998&partnerID=40&md5=896c219937f54605f07a9e58b97e75dd
Saarento, S., Boulton, A. J., & Salmivalli, C. (2015). Reducing Bullying and Victimization: Student- and Classroom-Level Mechanisms of Change. Journal of Abnormal Child Psychology, 43(1), 61–76. https://doi.org/10.1007/s10802-013-9841-x
Salimi, N., Karimi-Shahanjarini, A., Rezapur-Shahkolai, F., Hamzeh, B., Roshanaei, G., & Babamiri, M. (2019). The Effect of an Anti-Bullying Intervention on Male Students’ Bullying-victimization Behaviors and Social Competence: A Randomized Controlled Trial in ’Deprived Urban Areas. Journal of Research in Health Sciences, 19(4), e00461.
Schonert-Reichl, K. A., & Hymel, S. (2007). Educating the heart as well as the mind social and emotional learning for school and life success. Education Canada, 47(2), 20–25.
Shea, B. J., Reeves, B. C., Wells, G., Thuku, M., Hamel, C., Moran, J., Moher, D., Tugwell, P., Welch, V., & Kristjansson, E. (2017). AMSTAR 2: a critical appraisal tool for systematic reviews that include randomised or non-randomised studies of healthcare interventions, or both. Bmj, 358.
Small, P., Neilsen-Hewett, C. M., & Sweller, N. (2013). Individual and contextual factors shaping teachers’ attitudes and responses to bullying among young children: Is education important?
Smith, P. K., Del Barrio, C., & Tokunaga, R. S. (2012). Definitions of bullying and cyberbullying: How useful are the terms? In Principles of cyberbullying research (pp. 26–40). Routledge.
Taddeo, M., & Blanchard, A. (2022). Accepting Moral Responsibility for the Actions of Autonomous Weapons Systems—a Moral Gambit. Philosophy & Technology, 35(3), 78. https://doi.org/10.1007/s13347-022-00571-x
Thomas, H. J., Connor, J. P., Baguley, C. M., & Scott, J. G. (2017). Two sides to the story: Adolescent and parent views on harmful intention in defining school bullying. Aggressive Behavior, 43(4), 352–363. https://doi.org/10.1002/ab.21694
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 45. https://doi.org/10.1186/1471-2288-8-45
Tsai, F.-J., Hu, Y.-J., Chen, C.-Y., Tseng, C.-C., Yeh, G.-L., & Cheng, J.-F. (2021). Using the health belief model to explore nursing students’ relationships between COVID-19 knowledge, health beliefs, cues to action, self-efficacy, and behavioral intention. Medicine, 100(11), e25210. https://doi.org/10.1097/MD.0000000000025210
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1
UNESCO. (2019). Behind the numbers: ending school violence and bullying. UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000366483
van Verseveld, M. D. A., Fukkink, R. G., Fekkes, M., & Oostdam, R. J. (2019). Effects of antibullying programs on teachers’ interventions in bullying situations. A meta‐analysis. Psychology in the Schools, 56(9), 1522–1539. https://doi.org/10.1002/pits.22283
Veenstra, R., Lindenberg, S., Huitsing, G., Sainio, M., & Salmivalli, C. (2014). The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying. Journal of Educational Psychology, 106(4), 1135–1143. https://doi.org/10.1037/a0036110
Wachs, S., Bilz, L., Niproschke, S., & Schubarth, W. (2019). Bullying Intervention in Schools: A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective. The Journal of Early Adolescence, 39(5), 642–668. https://doi.org/10.1177/0272431618780423
Yamawaki, N., Green, J., Wang, A. N.-Y., Nohagi, Y., Macias, Z., Martinez, J., & Umphress, R. (2022). The effects of right-wing authoritarianism and aggression on individuals’ intention to harm Asian Americans during the COVID-19 pandemic. Psychology, 13(9), 1425–1442.
Ybarra, M. L., Espelage, D. L., & Mitchell, K. J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55(2), 293–300.
Yilmaz, H. (2010). An examination of preservice teachers’ perceptions of cyberbullying. Eurasia Journal of Mathematics, Science and Technology Education, 6(4), 263–270. https://doi.org/10.12973/ejmste/75248
Yilmaz, Harun. (2010). An Examination of Preservice Teachers’ Perceptions about Cyberbullying. EURASIA Journal of Mathematics, Science and Technology Education, 6(4). https://doi.org/10.12973/ejmste/75248
Yoon, J., Bauman, S., Choi, T., & Hutchinson, A. S. (2011). How South Korean teachers handle an incident of school bullying. School Psychology International, 32(3), 312–329. https://doi.org/10.1177/0143034311402311
Zhou, H., Wang, Q., Yu, S., & Zheng, Q. (2022). Negative Parenting Style and Perceived Non-Physical Bullying at School: The Mediating Role of Negative Affect Experiences and Coping Styles. International Journal of Environmental Research and Public Health, 19(10), 6206. https://doi.org/10.3390/ijerph19106206
Published
2024-01-17
How to Cite
Rahman, T., & Sari, R. Y. R. (2024). Student Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Literature Review. Review of Islamic Studies, 3(1), 1-17. https://doi.org/10.35316/ris.v3i1.532
Abstract viewed = 150 times
pdf downloaded = 112 times