Are reading difficulties associated with bullying involvement?
Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually i...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Turunen, Tiina [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2017transfer abstract |
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| Schlagwörter: |
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| Umfang: |
9 |
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| Übergeordnetes Werk: |
Enthalten in: Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China - Chen, Hao ELSEVIER, 2020, the journal of the European Association for Research on Learning and Instruction (EARLI), Amsterdam [u.a.] |
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| Übergeordnetes Werk: |
volume:52 ; year:2017 ; pages:130-138 ; extent:9 |
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| DOI / URN: |
10.1016/j.learninstruc.2017.05.007 |
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ELV015314707 |
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| 520 | |a Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. | ||
| 520 | |a Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. | ||
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10.1016/j.learninstruc.2017.05.007 doi GBV00000000000376.pica (DE-627)ELV015314707 (ELSEVIER)S0959-4752(17)30330-4 DE-627 ger DE-627 rakwb eng 630 640 VZ 48.00 bkl Turunen, Tiina verfasserin aut Are reading difficulties associated with bullying involvement? 2017transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. Bullying Elsevier Bully/victims Elsevier Reading difficulties Elsevier Victimization Elsevier Learning disabilities Elsevier Poskiparta, Elisa oth Salmivalli, Christina oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:52 year:2017 pages:130-138 extent:9 https://doi.org/10.1016/j.learninstruc.2017.05.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 52 2017 130-138 9 |
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10.1016/j.learninstruc.2017.05.007 doi GBV00000000000376.pica (DE-627)ELV015314707 (ELSEVIER)S0959-4752(17)30330-4 DE-627 ger DE-627 rakwb eng 630 640 VZ 48.00 bkl Turunen, Tiina verfasserin aut Are reading difficulties associated with bullying involvement? 2017transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. Bullying Elsevier Bully/victims Elsevier Reading difficulties Elsevier Victimization Elsevier Learning disabilities Elsevier Poskiparta, Elisa oth Salmivalli, Christina oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:52 year:2017 pages:130-138 extent:9 https://doi.org/10.1016/j.learninstruc.2017.05.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 52 2017 130-138 9 |
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10.1016/j.learninstruc.2017.05.007 doi GBV00000000000376.pica (DE-627)ELV015314707 (ELSEVIER)S0959-4752(17)30330-4 DE-627 ger DE-627 rakwb eng 630 640 VZ 48.00 bkl Turunen, Tiina verfasserin aut Are reading difficulties associated with bullying involvement? 2017transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. Bullying Elsevier Bully/victims Elsevier Reading difficulties Elsevier Victimization Elsevier Learning disabilities Elsevier Poskiparta, Elisa oth Salmivalli, Christina oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:52 year:2017 pages:130-138 extent:9 https://doi.org/10.1016/j.learninstruc.2017.05.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 52 2017 130-138 9 |
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10.1016/j.learninstruc.2017.05.007 doi GBV00000000000376.pica (DE-627)ELV015314707 (ELSEVIER)S0959-4752(17)30330-4 DE-627 ger DE-627 rakwb eng 630 640 VZ 48.00 bkl Turunen, Tiina verfasserin aut Are reading difficulties associated with bullying involvement? 2017transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. Bullying Elsevier Bully/victims Elsevier Reading difficulties Elsevier Victimization Elsevier Learning disabilities Elsevier Poskiparta, Elisa oth Salmivalli, Christina oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:52 year:2017 pages:130-138 extent:9 https://doi.org/10.1016/j.learninstruc.2017.05.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 52 2017 130-138 9 |
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Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China |
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Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China |
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are reading difficulties associated with bullying involvement? |
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Are reading difficulties associated with bullying involvement? |
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Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. |
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Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. |
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Reading difficulties (RDs) are easily noticed by classmates, may cause frustration in the affected students, and are often accompanied by emotional, behavioral, and interpersonal problems at school. Although interviews with students with RDs have revealed bullying experiences, whether RDs actually increase the risk of bullying involvement has not been investigated before. We tested the association of self-reported RDs with peer-reported involvement in bullying in a nationally representative sample of 17,188 students (grades 3–8) from 1045 classrooms in 147 schools. Results indicated that experienced difficulties in the most fundamental learning skill seem to put students at risk especially for victimization at school (viewed by peers as victims and bully/victims), when gender, level of schooling, self-esteem, and difficulties in math were taken into account. In general, over a third of students with RDs were involved in bullying as victims, bullies, or bully/victims, compared with approximately a fifth of students without RDs. |
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