Social-ecological factors related to the involvement of students with learning disabilities in the bullying dynamic
Year: 2010
Type: article
Study design: Observational Study
Abstract: BULLYING has emerged as one of the most fundamental problems facing schoolaged youth to date. While bullying is generally considered a problem that involves the entire student body, research suggests that students with learning disabilities are overrepresented in the bullying dynamic. Additionally, existing literature suggests that involvement in bullying is based on complex interactions between an individual and social-ecological factors. Few empirical studies have examined the interplay between these social-ecological factors and disability status. Therefore, the current study investigated demographic variables, sense of belonging, and social supports as predictors for involvement in the bullying dynamic for students with learning disabilities (n = 83) and students without disabilities (n = 360). While the two groups of students are characteristically different, results of the current study suggested involvement in bullying was invariant between students with learning disabilities and students without disabilities. However, gender, race, grade point average, and participation in extracurricular activities emerged as significant predictors for involvement in the bullying dynamic. Additionally, increased peer social support was found to be the most significant predictor of decreased
Author: Chad A. Rose
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W148478912