Abstract
AbstractThis article examines alternative and supplementary ways in which theorists and researchers have sought to account for bullying behavior among students in schools. Contemporary explanations acknowledge the variety, complexity, and interactivity of both person and environmental factors in determining acts of bullying in schools. Two explanatory models or frameworks are described: (i) an adaptation of the theory of planned behavior proposed by Ajzen (Organizational Behavior and Human Decision Processes 50:179–211, 1991); and (ii) the comprehensive model of bullying (CMB) by Rigby (Multiperspectivity in school bullying, page 64. Routlege, 2021b). The strengths and limitations of these models are discussed, together with applications in addressing school bullying.
Funder
University of South Australia
Publisher
Springer Science and Business Media LLC
Subject
Social Sciences (miscellaneous),Developmental and Educational Psychology,Social Psychology
Reference79 articles.
1. Agnew, R. (1992). Foundation for a general strain theory of crime and delinquency. Criminology, 30(1), 47–87.
2. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
3. Ajzen, I., & Fishbein, M. (1980). Understanding and predicting social behavior. Prentice Hall.
4. Anderson, D. J. (2022). The nature of the beast: How emotions guide us. Basic Books.
5. Anscombe, E. (2000). Intention (2nd ed.). Harvard University Press.
Cited by
9 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献