Mediated Research Articles

Empowering Teacher Intention to Intervene: The Role of Self-Efficacy in Addressing Homophobic Bullying

Teacher interventions play a crucial role in fostering a more inclusive school climate amidst homophobic bullying incidents. However, the strategies employed by teachers and the influencing factors are understudied. This study explored individual and contextual factors associated with teachers' intentions to intervene in situations of homophobic bullying. It emphasized the role of self-efficacy and how its impact may be influenced by school efforts to combat homophobic bullying. A sample of 465 teachers (76.34% women, Age: M = 49.58, SD = 10.25) from nine primary and secondary schools in central Italy completed a scale assessing different types of behaviors they would employ in response to homophobic bullying episodes, including non-intervention, disciplinary sanctions, peer mediation, victim support, and classroom discussion. The study also examined teachers' perceived school effort to address homophobic bullying and self-efficacy in handling educational tasks and homophobic bullying situations. Age, gender, grade, training on bullying, perceived prevalence of homophobic bullying incidents, and witnessing such incidents were considered as covariates.Linear regression showed that self-efficacy (general and homophobic bullying-related) was positively associated with intentions to use all intervention types and negatively non-intervention. Non-intervention was more common among teachers who reported more homophobic bullying incidents among students, while witnessing incidents was associated with less victim support and classroom discussion. The interaction of general self-efficacy and school effort was significant for disciplinary sanctions and victim support, indicating that in schools with low effort to address bullying, low teacher efficacy was associated with fewer intentions to intervene.The findings emphasize the importance of a twofold approach: fostering a strong school effort to address homophobic bullying and offering comprehensive teacher training to enhance self-efficacy in addressing these incidents.

Tendencias pedagógicas basadas en la disciplina positiva para el fomento de la convivencia en el aula Pedagogical trends based on positive discipline for the promotion of coexistence in the classroom Tendências pedagógicas baseadasna disciplina positiva para a promoção da convivência em sala de aula

This study analyzes the implementation of pedagogical trends based on positive discipline and their impact on school coexistence in primary classrooms in the city of Cúcuta, Colombia. Positive discipline, focused on mutual respect, empathy, and self-regulation, is presented as an effective alternative to traditional disciplinary methods. Through strategies such as peer mediation, the use of positive language, and the reinforcement of socio-emotional skills, conflicts have been reduced and an environment of collaboration among students has been fostered, thus improving the school climate and promoting meaningful learning. The research highlights the importance of adapting these pedagogical trends to the socioeconomic and cultural particularities of Cúcuta, highlighting the need for flexible and context-sensitive approaches. In addition, the crucial role of teacher training and collaboration with the community to ensure the sustainability of these strategies is recognized. The results show that a safer and more inclusive school environment, based on positive discipline, has a direct impact on the academic performance and emotional well-being of students, promoting a more harmonious coexistence and comprehensive development.

Understanding and resolving student conflicts: Perspectives and strategies in senior high schools across the Volta Region of Ghana

AbstractThis study investigates the dynamics, sources, and resolution strategies of student conflicts in senior high schools across the Volta Region of Ghana. Despite the implementation of various conflict resolution and peer mediation programs, challenges in effectively managing student disputes remain prevalent. These conflicts often stem from interpersonal and academic tensions, exacerbated by a complex mix of socio‐cultural backgrounds, economic disparities, and personal beliefs. Our analysis reveals significant gender differences in conflict experiences and resolutions, highlighting the need for gender‐sensitive and culturally informed approaches. The study employed a quantitative research design, utilizing a structured questionnaire to gather data from a representative sample of 661 students. The findings indicate that interpersonal conflicts with peers and academic‐related issues are the most common, with conflicts involving violence and guns being comparatively rare. Gender‐specific differences were notable in responses to conflicts involving school administration and cultural or ethnic disparities. The research underscores the importance of adopting comprehensive, culturally sensitive conflict resolution programs that are tailored to the unique socio‐cultural and educational context of the Volta Region. By addressing these nuanced needs, the study aims to enhance the educational landscape and foster an atmosphere conducive to effective dispute resolution. The findings contribute to the discourse on implementing effective, culturally responsive conflict resolution mechanisms in Ghanaian senior high schools, advocating for strategies that support the holistic development of students.

Reducing Violence in Zimbabwean High Schools via Peer Mediation

Reducing Violence in Zimbabwean High Schools via Peer Mediation

Can peer mediation foster migrant students’ inclusion in mainstream classrooms? An exploratory case study

ABSTRACT The growth of migration brings new challenges to contemporary societies, especially regarding the inclusion of migrant students in the education system of the host countries. Peer mediation strategies are effective in promoting the inclusion of children with special educational needs in mainstream classrooms, but evidence about its effects on migrant students is scarce. The aim of this study was to explore teaching practices which promote the inclusion of migrant students through peer mediation. A case study was designed which involved 17 native and non-native fifth-grade students and 4 teachers. Observations and interviews were used to comprehend classroom dynamics focusing on migrant-native interactions. Teachers hold different beliefs regarding the role of peer mediation strategies as a tool to foster inclusion in the classroom. Practices, in which the teachers had the explicit aim of creating a pedagogical supportive interaction between native and migrant students, were observed, peer-mentoring schemes being the most common. It was also observed that classroom organisation, task organisation and task structure have elicited informal supportive interactions between migrant and native peers. These results suggest that peer mediation strategies may be an important resource to promote the inclusion of migrant students.

Online peer mediation versus teacher mediation in dynamic second language pragmatics assessment

Online peer mediation versus teacher mediation in dynamic second language pragmatics assessment

Peer Mediation in Refugee Shelters: What Constitutes Peer Mediation From the Participants' Point of View?

Peer Mediation in Refugee Shelters: What Constitutes Peer Mediation From the Participants' Point of View?

Program Pelatihan Empati Sebagai Strategi Mengurangi Perilaku Bullying pada Remaja

This study aims to analyze the effectiveness of various empathy training programs, including Role-Playing, Effective Communication Training, Mindfulness-Based Interventions (MBIs), Peer Mediation Programs, Emotional Literacy Training, and Anti-Bullying Training Programs, in reducing bullying behavior among adolescents. Through a literature review approach, the study examines the impact and implementation of each program in developing empathy and social skills. The findings indicate that these programs can significantly reduce bullying incidents, although each program has its limitations, such as reliance on active student participation and resource constraints. This study emphasizes the importance of continuous training and school support for effective implementation. This research provides new insights for educators, practitioners, and policymakers in designing effective strategies to reduce bullying behavior and promote the development of empathy among adolescents

Spotkanie przy mediacyjnym stole. Konteksty pedagogiczne

The aim of this paper is to analyze the potential connected with using mediation as an educational method. The role of technology in contemporary society is constantly growing. The COVID-19 pandemic makes us aware of how elementary and fundamental presence is. Encounter as a pedagogical category shows many dimensions and educational benefits. Peer mediation offers a constructive approach to peer conflict, resolving it through meeting and conversation in the presence of an impartial and neutral mediator (school peer). A mediation session teaches responsibility for the decisions taken and creates a sense of agency. Mediation is conducive to the development of key competences in the postmodern world.

An Evaluation of a Tailored Peer Mediation Program for Incarcerated Women in Italy

Programs aimed at women prisoners are limited. The objective of this work is to evaluate the effectiveness of a peer mediation program implemented in an Italian women’s prison. Two focus groups were conducted with seven incarcerated women who participated in the program. The four mediators who conducted the program compiled a total of 12 reflective diaries. The data were analyzed using Grounded Theory. The results highlight the effectiveness of the program, which was perceived as a tool to develop functional relationship and conflict management strategies and to promote greater self-awareness. These intervention programs are fundamental in enhancing the specific characteristics of the individual and promoting the development of skills and resources necessary for successful reintegration into society.

Job crafting among managers. The mediation role of autonomy at work

Job crafting among managers. The mediation role of autonomy at work

The aim of the study is to examine the coping methods of secondary school students who are exposed to peer bullying. The pattern of the research is phenomenology. For the research, necessary permissions were obtained from the Ethics Committee of Kayseri University and from the parents of the students participating in the study by using the parent consent form. The

Çalışmanın amacı, akran zorbalığına maruz kalan ortaokul öğrencilerinin baş etme yöntemlerini incelemektir. Araştırmanın deseni fenomenolojidir. Araştırma için Kayseri Üniversitesi Etik Kurulundan ve çalışmaya katılan öğrencilerin velilerinden veli onay formu kullanılarak gerekli izinler alınmıştır. Çalışma grubu akran zorbalığına maruz kalmış ortaokul kademesinde öğrenim gören 11 öğrenciden oluşmaktadır. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Veri toplamak amacıyla Akran Zorbalığını Belirleme ölçeği ve yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler betimsel analiz ve içerik analizi birlikte kullanılarak analiz edilmiştir. Elde edilen veriler; öğrencilerin dalga geçme, alay etme, dışlama, eşyalarını zorla alma, küsme davranışlarıyla akran zorbalığına maruz kaldıklarını göstermektedir. Bu duruma karşı mağdur öğrencilerin, akran desteği, aile desteği, öğretmen desteği, alternatif arkadaşlıklar kurmak, çeşitli sportif ve sanatsal etkinlikler yaparak mağduriyetlerini giderdikleri kendilerini daha iyi hissettikleri sonucuna ulaşılmıştır. Öğrencilere akran arabuluculuğu eğitimleri, ailelere çocuklarıyla kaliteli zaman geçirmeye yönelik eğitimlerin verilmesinin gereklilikleri ortaya çıkmaktadır.

Peer Mediation as a Means of Eliminating Conflict in the School Environment

Aim. Peer mediation is a tool for the prevention of socio-pathological phenomena occurring in the school environment, is an opportunity to resolve conflicts through reconciliation. The paper focuses on the perception of the importance of peer mediation and on the presentation of the results of a questionnaire survey, the aim of which was to determine the respondents’ preferences after completion of the project process. Methods. The aim of the questionnaire survey was to determine how pupils and students perceive peer mediation. The survey sample consisted of selected pupils from 6 primary schools aged 10 to 15 years and students from 6 secondary schools aged 15 to 18 years. The questionnaire was completed at the beginning (year 2020 - N = 189, including 90 primary school pupils) and end of the project implementation (year 2021 - N = 124, including 56 primary school pupils). Results. The responses in the entry and exit questionnaires, the respondents declared after participating in the project process an increase in their experience with peer mediation, expressed an interest in becoming peer mediators and resolving personal and school conflicts through peer mediation. Conclusion. Peer mediation engages pupils in a common dialogue to resolve conflicts at school through reconciliation and is a suitable way to prevent undesirable social phenomena in the school environment. The results of the research showed that respondents preferred peer mediation and perceived it as an appropriate form of conflict resolution in the school environment.

Teacher educator toolbox: Strategic mediation in teacher preparation coursework focused on technology

With the plethora of digital tools available, language teachers must be ready to discover, evaluate and implement technology effectively, but teachers continue to feel underprepared. Drawing on sociocultural theory to conceptualize strategic mediation, this qualitative study examines how one teacher educator supported PSTs' development during coursework, especially learning about technology. Data from interviews and course observations of 12 PSTs and their teacher educator revealed that the most effective learning experiences incorporated peer mediation and planned scaffolds for PSTs’ individual needs. This study has important implications for how teacher educators facilitate PST learning and provides suggestions for avoiding “check-the-box” types of assignments.

Improving Executive Functions Using the Engineering Design Process: A Peer-Mediated Problem-Solving Approach for Autistic Adolescents

Executive functions-specifically, problem-solving skills-are crucial for school success. Challenges in these functions faced by autistic adolescents are often unrecognized or viewed through a behavioral lens that requires correction or normalization. A lack of development of higher order problem-solving skills leads to increased instances of secondary mental health issues, creating further behavioral and social challenges. We propose using the Engineering Design Process (EDP), a flexible, cyclical, top-down, self-sustaining approach that uses peer mediation to teach group problem-solving skills. We then position this cycle within existing occupational therapy models to demonstrate its adaptability and flexibility, describe the distinct features of this problem-solving strategy, and present a real-world case study in which the EDP is used as a problem-solving approach in an after-school program. The EDP develops crucial social and interpersonal skills using interest-driven occupations and can be organically used as a group strategy. This article uses the identity-first language autistic people. This nonableist language describes their strengths and abilities and is a conscious decision. This language is favored by autistic communities and self-advocates and has been adopted by health care professionals and researchers (Bottema-Beutel etal., 2021, Kenny etal., 2016).

Investigating the Longitudinal Relationships Between Active Parental and Peer Mediation and Adolescents’ Social Media Literacy on the Positivity Bias

ABSTRACT Adolescents are assumed to develop social media literacy (SML) through interacting with different agents, such as parents and peers. However, research exploring this assumption is lacking. The current two-wave panel study (N = 1,007) partly addressed this gap by exploring the interrelationships between perceived active parental/peer mediation and adolescents’ SML (i.e. a cognitive and an affective dimension). These links were examined within the context of the social media positivity bias. Active parental mediation at Time 1 (T1) related to one aspect of cognitive SML, awareness of the presence of the positivity bias, and affective SML at Time 2 (T2). Active peer mediation at T1 did not relate to SML on the positivity bias at T2. Awareness of the presence of the positivity bias at T1 was associated with active parental mediation at T2. No age differences were found. Results suggest that parents play a role in adolescents’ SML on the positivity bias.

Peer Mediation in the Prevention of Cyberbullying

The aim of the article is to draw attention to the serious problem of aggressive behavior of young people in the Internet space. It has become another place (outside the backyard, school or other environments in the real world) where young people bully, persecute, intimidate, challenge or threaten their peers. This type of violence, called cyberbullying\cyberaggression, requires immediate intervention from us adults due to its serious consequences. This article proposes preventive measures aimed at developing students’ social competences. Peer mediation, the main purpose of which is to equip young people with the ability to resolve disputes without aggression and violence, is a proposition of preventive actions in the school space. On the other hand, the tasks of school mediation directly or indirectly refer to the problem of aggression and violence.

Peer mediation in play settings for minimally verbal students with autism Spectrum disorder.

Peer-mediated interventions (PMIs) are effective strategies to foster socialization of children with autism spectrum disorder (ASD) in natural settings. However, research examining the efficacy of peer mediation for students with ASD who have the greatest cognitive and language impairments remains limited. Additionally, previous studies essentially targeted communicative abilities of participants. To address this gap, the present study evaluated the effects of a play-based PMI on three socio-communicative skills (play, social engagement and imitation) of minimally verbal students with ASD who also have a comorbidity of intellectual disability (ID). Seven children with ASD attending ordinary school settings and 14 typically developing (TD) preschoolers participated. Seven single-sex groups were formed, and children played together during two 30 min weekly sessions. TD children were trained according to the principles of the integrated play group model. We used a multiple-baseline design across participants to measure the effects of the intervention on play skills, social engagement and motor imitation of students with ASD. Outcomes revealed an intervention effect for most of the participants, despite some variations across children. After the peer training, four children increased their duration of functional/symbolic play, six children improved their duration of interactive play and five children increased their rates of motor imitation. Concerning maintenance gains, inter-individual differences are also important. These findings suggest that a play-based PMI may be a feasible option for targeting inclusive education and improving socio-communicative skills of some minimally verbal students with ASD who also have an ID. However, variations across children invite further research to clarify how individual factors can moderate the effects of PMIs in children with ASD who are the most impaired.

Let’s talk about risks. Parental and peer mediation and their relation to adolescents’ perceptions of on- and off-screen risk behavior

Abstract Studies of mediation practices typically focus on parental mediation, but during adolescence parents’ impact decreases relative to that of peers. This study compares perceived parental and peer mediation in the context of media portrayals of risk behavior and adolescents’ perceptions thereof. A cross-sectional survey was conducted among 278 adolescents aged 12 to 17 (M = 14.18, SD = 1.62, 51.4 % girls) using Hayes’s process macro (model 4) to investigate direct and indirect associations between mediation, media-related cognitions, and social norms. Findings indicate that perceived parental and peer mediation are related to adolescents’ media-related cognitions and perceived social norms in equally important but different ways.

A Study on Peer Mediation in Dynamic Assessment of Translation Revision Competence

ABSTRACT This study investigated how peer-mediated Dynamic Assessment (DA) unfolded in translation revision competence (TRC) of students of Master’s degree of Translation and Interpreting (MTI) in China. Thirty subjects first completed three revision tasks and were then rated as high- or low-level performers according to their average scores across the first two tasks. Students were subsequently assigned to either the role of learner or peer mediator. Peer mediators received training in a graduated prompts approach to DA to learn how to provide their peers with mediation. Peer mediation sessions were conducted with the mediators and the learners paired at random and directed to jointly review their third revision. After that, all participants re-revised their last texts with their justifications and were interviewed about their attitudes towards peer interaction and their progress in TRC. Diagnosis of TRC comprised scores of the first two revisions as well as the third revision following peer mediation, with this latter score indicating responsiveness to mediation and interpreted as the Zone of Proximal Development. The findings indicated that peer mediation may help improve both mediators’ and learners’ TRC, yet other potential factors at work should not be ignored. The peer engagement process allowed participants to improve their TRC in terms of justification and interpersonal skills. This research explored the application of DA in translation training and provided a process-oriented evaluation for translation studies.