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2019-04-01Zeitschriftenartikel DOI: 10.18452/20603
Exploring academic teasing
dc.contributor.authorDietrich, Lars
dc.contributor.authorHofman, Josef
dc.date.accessioned2019-10-11T08:21:47Z
dc.date.available2019-10-11T08:21:47Z
dc.date.issued2019-04-01none
dc.identifier.issn0267-3843
dc.identifier.other10.1080/02673843.2019.1598449
dc.identifier.urihttp://edoc.hu-berlin.de/18452/21328
dc.description.abstractPeople in ideal learning environments recognize the value of making mistakes and welcome them. However, the reality in many classrooms is that students are ridiculed by their peers formakingmistakes. This paper explores academic teasing in schools, i.e. making fun of others for making mistakes. Using Tripod student survey data from spring 2017, this paper demonstrates the prevalence of academic teasing in a large, diverse and urban district in the Southern United States. Additionally, using Tripod data from 2012–15, this study tests potential predictors and outcomes of academic teasing. Analyses apply hierarchical linear modeling (HLM). Results indicate that some students of color are significantly more exposed to academic teasing than White students, and that academic teasing is a significant predictor of students’ hiding and holding back academic effort. Furthermore, teachers with better teaching skills have less academic teasing in their classrooms, controlling for student body composition. Implications are discussed.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectEthnicityeng
dc.subjectteachingeng
dc.subjectsocioeconomic statuseng
dc.subjectteasingeng
dc.subjectbullyingeng
dc.subjecthierarchical linear modelingeng
dc.subject.ddc150 Psychologienone
dc.titleExploring academic teasingnone
dc.typearticle
dc.subtitlepredictors and outcomes of teasing for making mistakes in classroomsnone
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/21328-1
dc.identifier.doihttp://dx.doi.org/10.18452/20603
dc.type.versionpublishedVersionnone
local.edoc.container-titleInternational journal of adolescence and youthnone
local.edoc.pages14none
local.edoc.anmerkungThis article was supported by the German Research Foundation (DFG) and the Open Access Publication Fund of Humboldt-Universität zu Berlin.none
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionKultur-, Sozial- und Bildungswissenschaftliche Fakultätnone
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-publisher-nameRoutledge, Taylor & Francisnone
local.edoc.container-publisher-placeAbingdon, Oxonnone
local.edoc.container-volume25none
local.edoc.container-issue1none
local.edoc.container-year2020none
local.edoc.container-firstpage113none
local.edoc.container-lastpage125none
dc.description.versionPeer Reviewednone
dc.identifier.eissn2164-4527

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