SCHOOL PSYCHOLOGY REVIEW 审稿速度-刊鹿论文编译

Teacher–Home Communication and Bullying Victimization: Do Parents’ Perceptions of Fairness of Rules Matter?

Abstract:

Abstract Guided by the social–ecological model, this study used hierarchical linear modeling to examine the associations between parental perception of teacher–home communication and parental perception of their children s bullying victimization. This study also examined the multilevel moderating effects of parental perception of fairness of rules and school levels (elementary, middle, and high schools) on the association between teacher–home communication and bullying victimization. Participants were 11,484 parents of 4th–12th graders from 89 schools in Delaware. Controlling for student, parent, and school demographic factors, results revealed that parents perceptions of teacher–home communication and fairness of rules were both associated with parents perceiving less frequent bullying victimization among their children. Moreover, the negative association between parent-level teacher–home communication and bullying victimization was significantly moderated by parents perceptions of fairness of rules at both parent and school levels. Notably, the protective role of teacher–home communication on bullying victimization was stronger in schools that were perceived to be less fair. Additionally, the magnitude of the association between teacher–home communication and bullying victimization increased significantly from elementary school to high school. These findings highlight the importance of considering parents perceptions of fairness of school rules and their children s grade levels in home–school engagement efforts targeting bullying and victimization.

Author Listing： Chunyan Yang;Jill D. Sharkey;Chun Chen;Shane R. Jimerson

Volume： 48

Pages： 251 - 266

DOI： 10.17105/SPR-2018-0060.V48-3

Language： English

Journal： School Psychology Review

SCHOOL PSYCHOLOGY REVIEW

影响因子：4.2

是否综述期刊：否

是否OA：否

是否预警：不在预警名单内

发行时间：-

ISSN：0279-6015

发刊频率：-

收录数据库：Scopus收录

出版国家/地区：-

出版社：National Association of School Psychologists

期刊介绍

年发文量	45
国人发稿量	1
国人发文占比	3.23%
自引率	23.8%
平均录取率	-
平均审稿周期	-
版面费	-
偏重研究方向	Social Sciences-Education
期刊官网	https://www.tandfonline.com/toc/uspr20/current
投稿链接	-

质量指标占比

研究类文章占比	OA被引用占比	撤稿占比	出版后修正文章占比
80.00%	4.76%	-	-

预警情况

时间	预警情况
2025年03月发布的2025版	不在预警名单中
2024年02月发布的2024版	不在预警名单中
2023年01月发布的2023版	不在预警名单中
2021年12月发布的2021版	不在预警名单中
2020年12月发布的2020版	不在预警名单中

JCR分区 WOS分区等级：Q1区

版本	按学科	分区
WOS期刊SCI分区（2021-2022年最新版）
	PSYCHOLOGY, EDUCATIONAL	Q2

中科院分区

版本	大类学科	小类学科	Top期刊	综述期刊
	心理学 4区	PSYCHOLOGY, EDUCATIONAL 心理学：教育 4区	否	否
2021年12月升级版	心理学 3区	PSYCHOLOGY, EDUCATIONAL 心理学：教育 4区	否	否
2020年12月旧的升级版	心理学 2区	PSYCHOLOGY, EDUCATIONAL 心理学：教育 2区	否	否
2022年12月最新升级版	心理学 3区	PSYCHOLOGY, EDUCATIONAL 心理学：教育 3区	否	否