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Parenting and Peer Bullying: Parents’ and Adolescents’ Beliefs, Communication, Behavior and Strategies Open Access


Other title
Type of item
Degree grantor
University of Alberta
Author or creator
Muth, Tracy J
Supervisor and department
Rinaldi, Christina (Educational Psychology)
Examining committee member and department
Cui, Ying (Educational Psychology)
Klassen, Robert ((Educational Psychology)
Williamson, Deanna (Human Ecology)
Bukowski, William (Concordia University)
Boechler, Patricia (Educational Psychology)
Department of Educational Psychology
Psychological Studies in Education
Date accepted
Graduation date
Doctor of Philosophy
Degree level
Bullying by peers is a serious problem facing Canadian adolescents today. A key social support for adolescents is the support of their parents. While there is considerable information from the parenting literature to indicate that healthy parent-child communication and authoritative-type parenting practices are necessary components for healthy socialization, few studies have examined the unique and relative contributions of specific parenting dimensions (support, behavior control, psychological control) on bullying behavior in adolescents. In this study of 225 boys and girls between the ages of 11 to 13 and one of their parents, the association among parent support, behavior control, psychological control, adolescent behaviour, attitudes, communication skills, and adolescents’ involvement in bullying situations was investigated. Model testing indicated a positive relationship between parent support, beliefs that aggression should not be used to solve bullying situations, high levels of communication, and low levels of bullying and victimization, both in self-reports, and in effectiveness of problem-solving in hypothetical bullying situations. Results indicate that warm, supportive parenting influences the way adolescents consult with their parents about how to manage conflict, deal with bullying issues, and identify solutions to interpersonal problems.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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