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<p>Studies on the development and underlying factors of bullying indicate that it can be characterized as instrumental behavior used to gain advantages in competitive contexts. Schools and classrooms provide a&#xa0;framework in which learners may experience varying degrees of competition, depending on lesson design and teacher behavior. This article addresses these considerations by examining the relationships between bullying, performance-related competitiveness, and the perception of a&#xa0;performance-oriented teacher preference. The hypothesis posits that bullying is directly related to the perception of a&#xa0;performance-oriented teacher preference, and that this relationship is partially mediated by an individual performance-related competitiveness.</p><p>To test these hypotheses, data from <i>N</i> = 541 students across 38&#xa0;classes in grades seven to ten were analyzed within a&#xa0;multilevel structural equation model. The results suggest that performance-related competitiveness is associated with bullying at both the individual level (level&#xa0;1) and the class level (level&#xa0;2). Connections between the perception of a&#xa0;performance-oriented teacher preference and both performance-related competitiveness and bullying behavior are observed only at the individual level.</p>

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Eine Untersuchung der Beziehung von Bullying, schulleistungsbezogener Wettbewerbsorientierung und leistungsorientierter Lehrkraftpräferenz

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月6日

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  • Christian Drengk,
  • Moritz Börnert-Ringleb

摘要

Studies on the development and underlying factors of bullying indicate that it can be characterized as instrumental behavior used to gain advantages in competitive contexts. Schools and classrooms provide a framework in which learners may experience varying degrees of competition, depending on lesson design and teacher behavior. This article addresses these considerations by examining the relationships between bullying, performance-related competitiveness, and the perception of a performance-oriented teacher preference. The hypothesis posits that bullying is directly related to the perception of a performance-oriented teacher preference, and that this relationship is partially mediated by an individual performance-related competitiveness.

To test these hypotheses, data from N = 541 students across 38 classes in grades seven to ten were analyzed within a multilevel structural equation model. The results suggest that performance-related competitiveness is associated with bullying at both the individual level (level 1) and the class level (level 2). Connections between the perception of a performance-oriented teacher preference and both performance-related competitiveness and bullying behavior are observed only at the individual level.