Advanced

Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims

Marengo, Davide ; Jungert, Tomas LU ; Iotti, Nathalie O. ; Settanni, Michele ; Thornberg, Robert and Longobardi, Claudio (2018) In Educational Psychology 38(9). p.1201-1217
Abstract

This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and... (More)

This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.

(Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
adolescent, bullying, bystander, emotional behaviors, prosocial behavior, Student–teacher relationship
in
Educational Psychology
volume
38
issue
9
pages
1201 - 1217
publisher
Routledge
external identifiers
  • scopus:85050566610
ISSN
0144-3410
DOI
10.1080/01443410.2018.1481199
language
English
LU publication?
yes
id
09650bdd-b175-4bbc-beb2-857be343691b
date added to LUP
2018-09-27 16:11:39
date last changed
2019-12-10 07:41:18
@article{09650bdd-b175-4bbc-beb2-857be343691b,
  abstract     = {<p>This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.</p>},
  author       = {Marengo, Davide and Jungert, Tomas and Iotti, Nathalie O. and Settanni, Michele and Thornberg, Robert and Longobardi, Claudio},
  issn         = {0144-3410},
  language     = {eng},
  month        = {10},
  number       = {9},
  pages        = {1201--1217},
  publisher    = {Routledge},
  series       = {Educational Psychology},
  title        = {Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims},
  url          = {http://dx.doi.org/10.1080/01443410.2018.1481199},
  doi          = {10.1080/01443410.2018.1481199},
  volume       = {38},
  year         = {2018},
}