Bullies, Victims, and Teachers in Japanese Middle Schools

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Previous articleNext article No AccessBullies, Victims, and Teachers in Japanese Middle SchoolsMotoko Akiba, Kazuhiko Shimizu, and Yue‐Lin ZhuangMotoko Akiba Search for more articles by this author , Kazuhiko Shimizu Search for more articles by this author , and Yue‐Lin Zhuang Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 54, Number 3August 2010 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/653142 Views: 323Total views on this site Citations: 16Citations are reported from Crossref History May 18, 2010 © 2010 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Amanda Krause, J. David Smith The interconnected school context: Meta-analyses of the associations between peer aggression involvement and teacher-student relationship closeness, School Psychology International 44 (Dec 2022): 014303432211380.https://doi.org/10.1177/01430343221138038Mónica Bravo-Sanzana, Shrikant I. Bangdiwala, Rafael Miranda School violence negative effect on student academic performance: a multilevel analysis, International Journal of Injury Control and Safety Promotion 29, no.11 (Oct 2021): 29–41.https://doi.org/10.1080/17457300.2021.1994615Seunghee Han Background of School Violence in Korea, Japan, and the U.S., (Jun 2021): 1–12.https://doi.org/10.1007/978-981-16-2730-9_1Seunghee Han Frequency and Types of School Violence, (Jun 2021): 13–33.https://doi.org/10.1007/978-981-16-2730-9_2Seunghee Han National Characteristics and School Violence, (Jun 2021): 55–72.https://doi.org/10.1007/978-981-16-2730-9_4Seunghee Han School Characteristics and School Violence, (Jun 2021): 73–91.https://doi.org/10.1007/978-981-16-2730-9_5Seunghee Han Individual and Family Characteristics and School Violence, (Jun 2021): 93–115.https://doi.org/10.1007/978-981-16-2730-9_6Mónica Bravo-Sanzana, Edgardo Miranda-Zapata, Horacio Miranda Psychometric Analysis of a School Social Climate Scale: Input Elements for the Investigation and Promotion of Well-Being, Frontiers in Psychology 11 (Dec 2020).https://doi.org/10.3389/fpsyg.2020.605326Mónica Bravo-Sanzana, Sonia Salvo-Garrido, Horacio Miranda-Vargas, Shrikant I. Bangdiwala What school social climate fa ctors affect mathematics performance in secondary school students? A multilevel análisis ( ¿Qué factores de Clima Social Escolar afectan el desempeño de Matemática en estudiantes secundarios? Un análisis multinivel ), Culture and Education 32, no.33 (Aug 2020): 506–528.https://doi.org/10.1080/11356405.2020.1785138Lars Dietrich, Ronald F. Ferguson Why stigmatized adolescents bully more: the role of self-esteem and academic-status insecurity, International Journal of Adolescence and Youth 25, no.11 (Jun 2019): 305–318.https://doi.org/10.1080/02673843.2019.1622582Hideaki Matsushima The Dialogical Construction of School Connectedness for Delinquent Youth, (May 2020): 229–249.https://doi.org/10.1007/978-3-030-37900-1_12Lars Dietrich, David Zimmermann How aggression-related mindsets explain SES-differences in bullying behavior, Emotional and Behavioural Difficulties 24, no.22 (Mar 2019): 181–195.https://doi.org/10.1080/13632752.2019.1591032Izabela Zych, Anna C. Baldry, David P. Farrington School Bullying and Cyberbullying: Prevalence, Characteristics, Outcomes, and Prevention, (Dec 2017): 113–138.https://doi.org/10.1007/978-3-319-61625-4_8Sara Pabian, Heidi Vandebosch Short-term longitudinal relationships between adolescents’ (cyber)bullying perpetration and bonding to school and teachers, International Journal of Behavioral Development 40, no.22 (Mar 2015): 162–172.https://doi.org/10.1177/0165025415573639George G. Bear, Dandan Chen, Lindsey S. Mantz, Chunyan Yang, Xishan Huang, Kunio Shiomi Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools, Teaching and Teacher Education 53 (Jan 2016): 41–50.https://doi.org/10.1016/j.tate.2015.10.003Grete S. Vaaland, Erling Roland Pupil aggressiveness and perceptual orientation towards weakness in a teacher who is new to the class, Teaching and Teacher Education 29 (Jan 2013): 177–187.https://doi.org/10.1016/j.tate.2012.09.006