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Teachers’ sentiment about physical appearance of school students correlated with student-teacher relationship quality and bullying victimization

Longobardi, Claudio ; Li, Shanyan ; Iotti, Nathaniel Oliver LU orcid ; Jungert, Tomas LU and Fabris, Matteo Angelo (2021) World Anti-Bullying Forum p.65-65
Abstract
Introduction: Students’ characteristics, including both mental and physical
characteristics, are important factors for their teachers to form sentiments about
them. Compared to mental characteristics, students’ physical appearance
characteristics, which may also have an influence on student-teacher
relationship quality and school bullying victimization, are less explored. In this
study, the relationships among teachers’ sentiment about students’ physical
appearance, student-teacher relationship, and school bullying victimization
were examined.
Method: Participants (1123 students and 72 teachers) were recruited from 13
primary and secondary schools in northern Italy. The final valid participants... (More)
Introduction: Students’ characteristics, including both mental and physical
characteristics, are important factors for their teachers to form sentiments about
them. Compared to mental characteristics, students’ physical appearance
characteristics, which may also have an influence on student-teacher
relationship quality and school bullying victimization, are less explored. In this
study, the relationships among teachers’ sentiment about students’ physical
appearance, student-teacher relationship, and school bullying victimization
were examined.
Method: Participants (1123 students and 72 teachers) were recruited from 13
primary and secondary schools in northern Italy. The final valid participants were
1081 students and 71 teachers. Students reported their involvement in bullying
victimization by filling out the Adolescent Peer Relations Instrument. Teachers
rated relationship quality with their students by filling out the Student-Teacher
Relationship Scale, and reported their sentiments about students’ physical
appearance by answering an open-end question (“What physical
characteristics of this child are particularly noteworthy, in a positive or negative
sense?”, analyzed by using the NRC Emotion Lexicon. Correlation analysis and
mediation analysis with a multi-categorical antecedent were conducted in SPSS.
Results: Students whose physical appearance were positively described tended
to have closer (r = 0.24, p ＜ 0.001) and less conflictual (r = -0.09, p ＜ 0.05)
relationships with their teachers, while those negatively described tended to
have more conflictual (r = 0.17, p ＜ 0.001) and less closer (r = -0.18, p ＜ 0.001) relationships. Mediation analyses further revealed that student-teacher
relationship conflict plays a mediating role in the relationship between receiving
negative evaluations on physical appearance and students’ bullying
victimization involvement.
(Less)
Please use this url to cite or link to this publication:
author
; ; ; and
organization
publishing date
type
Contribution to conference
publication status
published
subject
pages
65 - 65
conference name
World Anti-Bullying Forum
conference location
Stockholm, Sweden
conference dates
2021-11-01 - 2021-11-03
language
English
LU publication?
yes
id
16464edf-83f2-4523-a6f6-d97a86154420
date added to LUP
2022-09-21 15:10:08
date last changed
2025-04-04 14:05:47
@misc{16464edf-83f2-4523-a6f6-d97a86154420,
  abstract     = {{Introduction: Students’ characteristics, including both mental and physical <br/>characteristics, are important factors for their teachers to form sentiments about <br/>them. Compared to mental characteristics, students’ physical appearance <br/>characteristics, which may also have an influence on student-teacher <br/>relationship quality and school bullying victimization, are less explored. In this <br/>study, the relationships among teachers’ sentiment about students’ physical <br/>appearance, student-teacher relationship, and school bullying victimization <br/>were examined. <br/>Method: Participants (1123 students and 72 teachers) were recruited from 13 <br/>primary and secondary schools in northern Italy. The final valid participants were <br/>1081 students and 71 teachers. Students reported their involvement in bullying <br/>victimization by filling out the Adolescent Peer Relations Instrument. Teachers <br/>rated relationship quality with their students by filling out the Student-Teacher <br/>Relationship Scale, and reported their sentiments about students’ physical <br/>appearance by answering an open-end question (“What physical <br/>characteristics of this child are particularly noteworthy, in a positive or negative <br/>sense?”, analyzed by using the NRC Emotion Lexicon. Correlation analysis and <br/>mediation analysis with a multi-categorical antecedent were conducted in SPSS. <br/>Results: Students whose physical appearance were positively described tended <br/>to have closer (r = 0.24, p ＜ 0.001) and less conflictual (r = -0.09, p ＜ 0.05) <br/>relationships with their teachers, while those negatively described tended to <br/>have more conflictual (r = 0.17, p ＜ 0.001) and less closer (r = -0.18, p ＜ 0.001) relationships. Mediation analyses further revealed that student-teacher <br/>relationship conflict plays a mediating role in the relationship between receiving <br/>negative evaluations on physical appearance and students’ bullying <br/>victimization involvement. <br/>}},
  author       = {{Longobardi, Claudio and Li, Shanyan and Iotti, Nathaniel Oliver and Jungert, Tomas and Fabris, Matteo Angelo}},
  language     = {{eng}},
  month        = {{11}},
  pages        = {{65--65}},
  title        = {{Teachers’ sentiment about physical appearance of school students correlated with student-teacher relationship quality and bullying victimization}},
  year         = {{2021}},
}