Evidence map›Paper›PMID 39645345›Full record

ArticleJournal of school psychology2024

Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students.

Victoria E Johnson, Laura E Stanley, Wendy Troop-Gordon

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of school psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Victoria E JohnsonCreighton University, School of Medicine, CL and Rachel Werner Center for Health Sciences Education, 2616 Burt Street, Omaha, NE 68178, United States.
Laura E StanleyDepartment of Special Education, Rehabilitation, and Counseling, Auburn University, College of Education, 3084 Haley Center, Auburn, AL 36849, United States.
Wendy Troop-GordonDepartment of Human Development and Family Science, Auburn University, College of Human Sciences, 210 Spidle Hall, Auburn, AL 36849, United States. Electronic address: wpg0006@auburn.edu.

Funding

Increasing Children's Defending Behaviors: Using Deviance Regulation Theory to Combat BullyingR15HD089044 · NICHD · AUBURN UNIVERSITY AT AUBURN · PI TROOP-GORDON, WENDY · 2017 to 2017
$444k
NICHD NIH HHS R15 HD089044
6 · The paper itself

Abstract

Recent research has underscored the importance of teachers' responses to students' peer victimization as well as students' expectations for how their teacher responds to this victimization. However, little research has examined the extent to which teachers and their students have a shared understanding of their teacher's efforts, or lack of efforts, to manage peer victimization. This study addressed this issue using longitudinal data collected on 410 students (47.1% boys; 86.8% White; M

Indexed as

BullyingCrime VictimsPeer GroupSchool TeachersStudentsAggressionChildFemaleHumansInterpersonal RelationsLongitudinal StudiesMaleSchoolsSocial PerceptionAggressionAgreementPeer victimizationStudent ratingsTeacher ratings

Identifiers

PMID39645345
PMCPMC11625179

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.