Can classroom seating arrangements help establish a safe environment for victims? A randomized controlled trial

IF 2.7 2区 心理学 Q1 BEHAVIORAL SCIENCES
Nathalie A. H. Hoekstra, Yvonne H. M. van den Berg, Tessa A. M. Lansu, Hannah K. Peetz, M. Tim Mainhard, Antonius H. N. Cillessen
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Abstract

Students around the globe still experience bullying daily. Teachers play a key role in supporting victimized students and they could do so using their classroom seating arrangement. Common teacher strategies are to separate victims and bullies and to seat victims close to supportive others, but research has not examined whether these strategies support victims' wellbeing. Therefore, the current study tested an intervention in which victims in experimental classrooms were seated far away from their bullies and next to their best friends, whereas a random seating arrangement was implemented in control classrooms. The underlying reasoning was that victims would experience a sense of safety next to their best friend and to limit bullies' opportunities to harass the victim. The outcomes were classroom comfort, internalizing problems, academic engagement, and victimization frequency. We used a sample of 1746 Dutch upper elementary school students (Mage = 10.21) of whom 250 students reported to be chronically and frequently victimized (Mage = 9.96 years). Ethical and practical reasons rendered the conditions similar regarding victims' distances to their bullies. Consequently, the intervention in the end tested the effect of victims sitting next to their best friend. Several mixed-effects models showed that no support was found for the effectiveness of this intervention. Additional exploratory analyses testing the effect of victims' continuous distances to their bullies on their wellbeing also found no effects. These findings suggest that changing victims', bullies', and best friends' seats do not improve victims' classroom wellbeing. Alternative explanations, directions for future research, and practical implications are discussed.

Abstract Image

教室座位安排有助于为受害者营造安全环境吗?随机对照试验。
全球各地的学生每天都在遭受欺凌。教师在支持受害学生方面发挥着关键作用,他们可以通过安排教室座位来做到这一点。常见的教师策略是将受害者和欺凌者分开,让受害者坐在靠近支持者的座位上,但研究并未考察这些策略是否有助于受害者的健康。因此,本研究测试了一种干预措施,即在实验班级中,受害者的座位远离欺凌者,与他们的好朋友相邻,而在对照班级中则采用随机座位安排。这样做的根本原因是,受害者可以在好友身边体验到安全感,并限制欺凌者骚扰受害者的机会。研究结果包括课堂舒适度、内化问题、学业参与度和受害频率。我们使用了 1746 名荷兰高年级小学生(年龄=10.21)作为样本,其中 250 名学生表示长期和经常受到伤害(年龄=9.96 岁)。由于伦理和实际原因,受害者与欺凌者的距离条件相似。因此,干预最终测试了受害者坐在其最好朋友旁边的效果。几个混合效应模型显示,这一干预措施的有效性没有得到支持。其他探索性分析测试了受害者与欺凌者的持续距离对其幸福感的影响,也没有发现任何效果。这些结果表明,改变受害者、欺凌者和好朋友的座位并不能改善受害者的课堂幸福感。本文讨论了其他解释、未来研究方向和实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Aggressive Behavior
Aggressive Behavior 医学-行为科学
CiteScore
4.90
自引率
3.40%
发文量
52
审稿时长
>12 weeks
期刊介绍: Aggressive Behavior will consider manuscripts in the English language concerning the fields of Animal Behavior, Anthropology, Ethology, Psychiatry, Psychobiology, Psychology, and Sociology which relate to either overt or implied conflict behaviors. Papers concerning mechanisms underlying or influencing behaviors generally regarded as aggressive and the physiological and/or behavioral consequences of being subject to such behaviors will fall within the scope of the journal. Review articles will be considered as well as empirical and theoretical articles. Aggressive Behavior is the official journal of the International Society for Research on Aggression.
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