Bullying in Schulen unter der Betrachtung von psychologischen Grundbedürfnissen, Wettbewerbsorientierung und Lehrkraftverhalten

The findings of this dissertation indicate that both need frustration and competitive orientation regarding basic psychological needs are associated with bullying behavior. At the same time, teachers appear to have the potential to influence bullying processes through a need-supportive design of their behavior and instruction. In particular, supportive and caring teacher behavior, as well as the avoidance of a performance-oriented teacher preference, could be crucial in reducing aggressionpromoting dynamics and bullying behavior. These findings may also be relevant in special education contexts and, when considering basic psychological needs, could explain why students with disabilities are more likely to engage in bullying behavior or experience victimization. A better understanding of the motivational factors underlying bullying behavior and the resulting preventive measures to promote an inclusive, supportive learning environment could help reduce the risk of bullying and victimization for all learners.